BACHELOR OF SCIENCE (HONOURS) IN

MEDICAL LABORATORY SCIENCE

醫療化驗科學(榮譽)學士

Programme Definitive Document

2018 Cohort

Last updated on 18 July 2018

Table of Contents

1 General Information about the Programme

2 Programme Objectives and Learning Outcomes
3 Programme Structure and Content
4 Learning and Teaching
5 Admission Requirement
6 Assessment Scheme
7 Graduation Requirements
8 Course Description Forms

1
1 General Information about the Programme

Name of Programme Bachelor of Science (Honours) in Medical Laboratory

(English and Chinese) Science
醫療化驗科學 (榮譽) 理學士
Exit Award Bachelor of Science (Honours) in Medical Laboratory
(English and Chinese) Science
醫療化驗科學 (榮譽) 理學士
QF Level Level 5
Award Granting Body Tung Wah College
(English and Chinese) 東華學院
Hosting School School of Medical and Health Sciences
Mode of Delivery and Full-time 4 Years
Programme Length
Medium of Instructions English
Venue of Class Meetings King’s Park Campus:
31 Wylie Road, Homantin, Kowloon, Hong Kong

Mongkok campus:
90A & 98, Shantung Street, Mongkok, Kowloon, Hong
Kong
Programme Length of Max. no. of years: 6
Exit Award Min. no. of years: 4
Number of notional learning hours: 8061
Number of QF credit: 807
Contact hours required for the above QF credits: 2,640 plus
examination
Ratios of contact hours to self-study hours for various
learning and teaching activities: 1:2
Number of TWC credits required for graduation: 135
Programme 1 September 2017
Commencement Date

2
2 Programme Objectives and Learning Outcomes

Programme Objectives

2.1 The programme will be a full time undergraduate training programme for students to
attain an all-round academic and professional training in Medical Laboratory Science for
satisfying the standard of practice set by The Supplementary Medical Professions Council.
The objectives of the Programme are:

a) Provide students with knowledge and skills in clinical and laboratory aspects of
modern laboratory medicine;
b) Develop students’ understanding of all the foundation scientific knowledge and
skills for preparing their practice as Medical Laboratory Scientists;
c) Provide students with adequate clinical and analytical skills through substantive
practical and clinical training sessions/placements, both at the College and in
medical laboratories in public and private sectors;
d) Enhance students’ interpersonal skills, including teamwork and communication
skills;
e) Develop students’ critical and creative thinking as well as analytical and problem
solving skills;
f) Nurture students’ appreciation of value of life and develop their empathy for fellow
citizen’s health and well-being, thus better-preparing them as a caring professional
healthcare provider; and
g) Expand students’ understanding and appreciation of other cultures and
environments. .

3
Programme Intended Learning Outcomes (PILOs)

2.2 Upon completion of the Bachelor of Science (Honours) in Medical Laboratory Science
programme, graduates will be able to achieve the following PILOs (Table 1):

Table 1 PILOs of the BSc(MLS) programme

Apply critical, creative thinking and analytical skills in problem-solving and

PILO 1 decision making and use of basic knowledge and skills in integrating research
studies, evaluating and utilizing research findings in clinical laboratory practice.
Assess scientific methods and design of experiments to test hypotheses and
PILO 2 thereby experience the process of laboratory investigations and technology
discovery.

Contribute to the future of the population at large through commitment to life-

PILO 3 long and life-wide learning and uphold the ethical, legal and professional
standards of medical laboratory practice.
Acquire appropriate foundation knowledge in theory and practice of Medical
PILO 4 Laboratory Science according to prescribed laboratory standards set by the
Supplementary Medical Professions Council.

Develop the skills in analysis, presentation and interpretation of results of

PILO 5
clinical laboratory data in relation to health / disease of individuals.

Demonstrate professionalism by working in accordance with good and safe

PILO 6
clinical laboratory practice.

Demonstrate administrative skills consistent with philosophies of quality

PILO 7
assurance, laboratory education, client relations and resource management.
Apply the fundamental tenets of medical science including, but not limited to,
human biology, microbiology, medical physics, statistics taking into account the
PILO 8
relationship between medicine, individual and society, including contemporary
ethical and legal issues in animal and human research.
Demonstrate effective communication skills and be proficient in both Chinese
PILO 9 and English, acquire a solid foundation in general education as well as good
social, interpersonal skills and teamwork spirit.
Demonstrate social awareness and understanding of the community roles and
PILO 10 value of non-profit organizations in terms of their missions, culture and overall
impact and significance in Hong Kong.

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Table 2 Mapping of PILOs against Programme Objectives

Programme Objectives
PILOs
a b c d e f g
1. Apply critical, creative thinking and
analytical skills in problem-solving and
decision making and use of basic knowledge
   
and skills in integrating research studies,
evaluating and utilizing research findings in
clinical laboratory practice
2. Assess scientific methods and design of
experiments to test hypotheses and thereby
 
experience the process of laboratory
investigations and technology discovery.

3. Contribute to the future of the population at

large through commitment to life-long and
life-wide learning and uphold the ethical,  
legal and professional standards of medical
laboratory practice.

4. Acquire appropriate foundation knowledge in

theory and practice of Medical Laboratory
Science according to prescribed laboratory   
standards set by the Supplementary Medical
Professions Council.
5. Develop the skills in analysis, presentation
and interpretation of results of clinical
   
laboratory data in relation to health / disease
of individual.
6. Demonstrate professionalism by working in
accordance with good and safe clinical     
laboratory practice.
7. Demonstrate administrative skills consistent
with philosophies of quality assurance,
     
laboratory education, client relations and
resource management.
8. Apply the fundamental tenets of medical
science including, but not limited to, human
biology, microbiology, medical physics,
statistics taking into account the relationship       
between medicine, individual and society,
including contemporary ethical and legal
issues in animal and human research.

5
9. Demonstrate effective communication skills
and be proficient in both Chinese and
English, acquire a solid foundation in general      
education as well as good social,
interpersonal skills and teamwork spirit.
10. Demonstrate social awareness and
understanding of the community roles and
value of non-profit organizations in terms of      
their missions, culture and overall impact and
significance in Hong Kong.

6
3 Programme Structure and Content

Programme Philosophy
3.1 The philosophy of our Programme rests on the belief that education transforms people.
Through education, we develop our students into ‘giving’ practitioners. ‘Giving’ is the
core value of our graduate attribute and through this inner value health care is provided
to those in need.

3.2 The core value of ‘giving’ echoes the spirit of the Tung Wah Group of Hospitals (TWGHs)
which is selfless caring for needy people in achieving health and well-being. Giving
includes the offering of simple tangible needs (food, clothing, shelter) to more intangible
needs (helpful communication, education, personal time, even one's life) to self-
fulfillment (confidence, satisfaction, fearlessness, tranquilization). This is in line with the
Western idea of provision of holistic care which embraces bio-psycho-social-spiritual
domains of care. The act of giving is a practical expression of compassion which is
fundamental in professional health care that deals with human sufferings and interaction.
To give, one needs compassion with wisdom, reflected by attitude, skill and knowledge
in particular specialties, supported by critical and creative thinking and reasoning in
decision making.

Conceptual Framework of the Programme

3.3 It is important to adopt an integrative and interactive approach to apply our foundation
training to the students for transforming them into a competent medical laboratory
scientist when they enter the profession. The College’s core value of “selfless giving”
will serve as the philosophical backbone to the graduates’ adoption of role as an
empathetic healthcare worker – despite working behind the frontline most the time but
they will be committed as a proactive member of the healthcare team employing efficient
and effective communication skills with other healthcare professionals.

3.4 As medical laboratory science encompasses a combination of clinical and analytical

sciences, the students will receive concrete foundation training in the four major
disciplines of contemporary laboratory medicine (Anatomical & Cellular Pathology,
Clinical Chemistry, Haematology and Blood Transfusion, and Medical Microbiology).
Augmented teaching will be adopted that incorporates advanced technological
applications and inter-disciplinary investigative procedures. Clinical teaching will also
be integrated into the four disciplines for highlighting the applications of analytical
science in patient management, as well bridging the gap between technical procedures
and clinical investigations. Clinical teaching is deemed essential because the graduates
will need to possess adequate medical knowledge for effective discharge of their duties
as well as communications with other medical professionals.

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3.5 Multi-facet exposure to the ever changing world of medical science development is an
important element in an effective learning domain for MLS students. In addition to
didactic teaching, the introduction of industrial exposure to students (not clinical
practicum) will be considered and executed with the objective of introducing how
industrial partners e.g. laboratory equipment manufacturers cope with changing needs of
contemporary clinical laboratory diagnostics. This kind of learning experience will take
a structural approach for teaching the students on how technology may facilitate best
patient care.

3.6 In summary, the Programme aims to educate and cultivate students to become a
responsible and caring medical professional, applying what he/she had learned at the
College, hospitals/clinics, and real world experience. In addition the students will be
encouraged to pursue life-long continuous professional development after graduation as
this is an important prerequisite for the effective discharge of duty as a competent
healthcare worker. (Figure 1)

Figure 1: Conceptual Framework for Bachelor of Science (Honours) in Medical Laboratory

Science

General
Education for
personal growth

Operation and
Skills in
Professional
components:
Clinical Practicum

Kwowledge in
Specialty:
Medical
Laboratory
Science
Standards of
competent
practice:
Knowledgeable
Competent
skills
Caring
dispositions

Principles Guiding the Design of the Programme

3.7 The 4-year Bachelor of Science (Honours) in Medical Laboratory Science programme is
designed to meet the requirements of QF Level 5. The Programme consists of theoretical
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 input and practicum. The curriculum comprises Discipline courses, General Education
courses, and Languages courses in line with the Level 5 Generic Level Descriptors.

3.8 According to TWC’s academic policy, students are required to complete a minimum of
120 credits in order to be awarded a 4-year baccalaureate degree programme. BSc(MLSc)
is a 135-credit programme (including 12 credits of clinical practicum). An academic year
consists of three semesters, two regular semesters of 14 weeks each and a shorter summer
semester of 7 weeks.

3.9 Table 3 and 4 show the distribution of the courses by category and by year respectively.

Table 3: Courses by Category

Category Courses Weighting

Language
(i) CHI1002 Applied Chinese Language
(ii) ENG1001 Developing English Language
3 7.5%
Skills
(iii) ENG2006 Enhancing Academic English
Skills
General Education
(i) GEN1008 Introduction to Statistics
(ii) GEN1205 Understanding and Motivating
Self
(iii) GEN1304 The Development and Operation
6 15%
of Non-profit Organizations
(iv) GEN2005 Information Technology and
Multimedia Applications
(v) Two General Education Course (selected
from the College’s GE Courses List)
Discipline 31 77.5%
Total 40 100%

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 Table 4: Courses by Year

No. of No. of No. of

No. of GE
Discipline English Chinese Total
courses
courses courses courses
Year 1 7 1 1 3 12
Year 2 11* 1 - 12
Year 3 7** - - 3 10
Year 4 6 - - - 6
Total 31 2 1 6 40

* MED3008 and MED3009 are year-courses, conducted in Year 2 Sem 2 and Year 3 Sem 1.
** MED4005 and MED4006 are year-course, conducted in Year 3 Sem 2 and Year 3 Sem 3.
** MED4001 is year-course, conducted in Year 3 Sem 3 and Year 4 Sem 2.

Language Courses

3.10 Students will be required to take and pass a total of three language courses as follows:

1. CHI1002 Applied Chinese Language

2. ENG1001 Developing English Language Skills
3. ENG2006 Enhancing Academic English Skills

General Education (GE) Courses

3.11 Students will be required to take and pass a total of six GE courses as follows:

1. GEN1008 Introduction to Statistics

2. GEN1205 Understanding and Motivating Self
3. GEN1304 The Development and Operation of Non-profit Organizations
4. GEN2005 Information Technology and Multimedia Applications
5. Two GE Elective courses

Discipline courses

3.12 The programme offers 31 discipline courses

3.13 The 31 discipline courses are listed below:

1. MED1001 Human Physiology

2. MED1002 Human Anatomy
3. MED1003 Molecules, Cells and Genes
4. MED1005 Biochemistry
5. MED1006 General Microbiology and Immunology
6. MED1009 Introduction to Physics
7. MED2001 Basic Laboratory Techniques and Instrumentation
8. MED2004 General Pathology
9. MED2005 Infectious Disease and Control
10. MED2106 Pathophysiology
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11. MED2107 Pharmacology
12. MED2009 Introduction to Chinese Medicine
13. MED3101 Research Methods in Medical Science
14. MED3008 Clinical Laboratory Chemistry and Immunochemistry
15. MED3009 Clinical Laboratory Haematology and Transfusion Science
16. MED3010 Principles of Molecular Diagnostics
17. MED3011 Human Genetics
18. MED3035 Clinical Immunology
19. MED3047 Clinical Practicum I (Clinical Chemistry)
20. MED3048 Clinical Practicum II (Haematology and Transfusion Science)
21. MED3049 Clinical Practicum III (Anatomical and Cellular Pathology)
22. MED3050 Clinical Practicum IV (Medical Microbiology)
23. MED4101 Honours Year Project in Medical Laboratory Science
24. MED4002 Virology
25. MED4005 Clinical Laboratory Cellular Pathology
26. MED4006 Clinical Laboratory Medical Microbiology
27. MED4019 Molecular Diagnosis of Human Diseases
28. NUR1403 Introduction to Health Informatics
29. NUR2028 Psychosocial Dimensions of Health and Illness
30. NUR3002 Ethical & Legal Aspects in Health Care
31. OCC2003 Ageing and Diseases

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Programme Structure

3.14 The suggested programme structure by semester is provided in Table 5 below:

Table 5 Programme Structure of Bachelor of Science (Honours) in Medical Laboratory Science

Year (Yr) Assessment/

Contact Nature of TWC
Semester Course Exam
Hours Studies Credits
(Sem) Hours
YEAR 1 ENG1001 Developing English
42 3 Language 3
Sem 1 Language Skills
GEN1008 Introduction to
42 3 GE 3
Statistics
GEN1304 The Development
and Operation of Non-profit 42 3 GE 3
Organizations
MED1001 Human Physiology 42 3 Discipline 3
MED1002 Human Anatomy 42 3 Discipline 3
MED1003 Molecules, Cells
42 3 Discipline 3
and Genes
Total 252 18 18
YEAR 1 CHI1002 Applied Chinese
42 3 Language 3
Sem 2 Language
GEN1205 Understanding and
42 0 GE 3
Motivating Self
MED1005 Biochemistry 42 3 Discipline 3
MED1006 General
Microbiology and 42 3 Discipline 3
Immunology
MED1009 Introduction to
42 3 Discipline 3
Physics
NUR1403 Introduction to
42 0 Discipline 3
Health Informatics
Total 252 12 18
YEAR 2 ENG2006 Enhancing
42 3 Language 3
Sem 1 Academic English Skills
MED2001 Basic Laboratory
Techniques and 45 0 Discipline 3
Instrumentation
MED2004 General Pathology 42 3 Discipline 3
MED2005 Infectious Disease
42 3 Discipline 3
and Control
MED2107 Pharmacology 42 3 Discipline 3
MED3011 Human Genetics 42 3 Discipline 3
Total 255 15 18
YEAR 2 MED2106 Pathophysiology 42 3 Discipline 3

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Year (Yr) Assessment/
Contact Nature of TWC
Semester Course Exam
Hours Studies Credits
(Sem) Hours
Sem 2 MED3008 Clinical Laboratory
Chemistry and 57 3 Discipline 3
Immunochemistry
MED3009 Clinical Laboratory
Haematology and Transfusion 58 3 Discipline 3
Science
MED3035 Clinical
42 3 Discipline 3
Immunology
OCC2003 Ageing and
45 0 Discipline 3
Diseases
NUR3002 Ethical and Legal
45 0 Discipline 3
Aspects in Health Care
Total 289 12 18
YEAR 3 GEN2005 Information
Sem 1 Technology and Multimedia 42 3 GE 3
Applications
MED3101 Research Methods
45 0 Discipline 3
in Medical Science
MED3008 Clinical Laboratory
Chemistry and 56 3 Discipline 3
Immunochemistry
MED3009 Clinical Laboratory
Haematology and Transfusion 67 3 Discipline 3
Science
GE Elective 1 42 3 GE 3
GE Elective 2 42 3 GE 3
Total 294 15 18
YEAR 3 MED2009 Introduction to
Sem 2 Chinese Medicine (中醫學導 42 3 Discipline 3
論)
MED3010 Principles of
47 3 Discipline 3
Molecular Diagnostics
MED4002 Virology 42 3 Discipline 3
MED4005 Clinical Laboratory
68 4.5 Discipline 3
Cellular Pathology
MED4006 Clinical Laboratory
57 3 Discipline 3
Medical Microbiology
Total 256 16.5 15
YEAR 3 MED4101 Honours Year
Sem 3 Project in Medical Laboratory 99 0 Discipline 3
Science
MED4005 Clinical Laboratory
Cellular Pathology 60 4.5 Discipline 3

MED4006 Clinical Laboratory

Medical Microbiology 58 3 Discipline 3

13
Year (Yr) Assessment/
Contact Nature of TWC
Semester Course Exam
Hours Studies Credits
(Sem) Hours
Total 217 7.5 9
YEAR 4 MED3047 Clinical Practicum
160 0 Discipline 3
Sem 1 I (Clinical Chemistry)
MED3048 Clinical Practicum
II (Haematology and 160 0 Discipline 3
Transfusion Science)
MED3049 Clinical Practicum
III (Anatomical and Cellular 160 0 Discipline 3
Pathology)
MED3050 Clinical Practicum
160 0 Discipline 3
IV (Medical Microbiology)
Total 640 0 12
YEAR 4 MED4101 Honours Year
Sem 2 Project in Medical 99 0 Discipline 3
Laboratory Science
MED4019 Molecular
Diagnosis of Human 42 3 Discipline 3
Diseases
NUR2028 Psychosocial
Dimensions of Health and 45 0 Discipline 3
Illness
Total 186 3 9
Grand Total 2641 99 135

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4 Learning and Teaching

General Philosophy and Approach

The Outcome-Based Teaching and Learning (“OBTL”) approach

4.1 TWC adopts the OBTL approach. Through the OBTL philosophy, the teaching and learning
activities, and assessment tasks can be constructively aligned with the intended learning
outcomes. The fact that TWC has been able to work on OBTL model enables better
understanding and comparability of learning outcomes and standards, and as a result,
facilitates smoother articulation of graduates to study degree programmes of TWC and
other tertiary education institutions.

4.2 With the OBTL approach, the Programme Intended Learning Outcomes (PILOs) are first
designed based on a number of parameters and goals that include: Graduate Outcomes,
Generic Level Descriptors of QF Level 5, further study needs, as well as employer
expectations. Based on the PILOs, teachers can proceed to design the relevant Course
Intended Learning Outcomes (CILOs). Although not every course contributes to the full
spectrum of the PILOs, each course has the obligation to indicate clearly how its CILOs
align with the PILOs.

4.3 Teaching and learning activities are then designed to directly encourage students to achieve
those outcomes and reflect on the learning process. Assessment tasks are opportunities for
students to demonstrate the attainment of the CILOs.

4.4 Course designers identify appropriate assessment tasks that are constructively aligned to
ensure the achievement of CILOs (see the course outlines for the alignment of CILOs of
individual courses with the PILOs, as well as with the assessment tasks). The final grade is
computed by reckoning the marks for coursework and examination.

4.5 As an interactive learning and teaching environment through the provision of information
and communication technology (ICT) is effective in supporting the OBTL approach, TWC
is going to develop a web-based Learning Management System (LMS), through which
students are encouraged to actively participate in all stages of learning process. The web-
based learning space also provides opportunities for academic staff to develop innovative
pedagogies and to monitor student progress in a more effective way. TWC has a clear plan
and commitment to adopt OBLT approach in the College.

15
Specific Teaching/Learning Methods in the Programme

Overall approach

4.6 The Programme adopts a teaching approach appropriate for tertiary education. Lectures,
practicum, seminars, tutorials, role play, problem-based learning, challenge-based learning
and laboratory sessions will be scheduled whenever appropriate. Students will also learn
and work on various health problems and issues in small groups using theoretical
knowledge through analyzing hypothetical and/or actual health problems from different
case scenarios.

Lecture

4.7 Lecture will be conducted in large groups as an efficient method of presenting new didactic
materials. A diverse range of activities, such as case study, brainstorming, and open-ended
discussion and teamwork exercises will be integrated into the lectures to make them
interactive and more conducive to learning.

Seminar

4.8 Seminars will be student-based. The maximum class size will be 50. Students will present
materials on specific aspects of the course; hence communication and presentation skills
will be developed. The sessions will be organized by students and facilitated by teaching
staff to ensure that presentations are delivered with reasonable competence in terms of
material selection, organization and communication. Various forms of presentation will be
encouraged.

Tutorial

4.9 Tutorials offer students opportunities to clarify concepts learned, to discuss related subject
matter and to share experience. The tutorial groups may vary in size depending on the
physical setting and the nature of the subject matter to be discussed. It is usually not more
than 25. Larger groups may be arranged for discussion of issues familiar to the students;
while smaller groups may be more appropriate for intensive exploration of particular topics.
Small buzz groups could be organized within large tutorial groups to enhance interaction.

Laboratory

4.10 Laboratory sessions aim to deliver specific practical knowledge and skills and give students
time for hands-on practice in what has been conceptually presented in lectures. The use of
simulation laboratory enhances students in developing critical thinking in clinical reasoning.
They are expected to perform basic skills satisfactorily prior to practice in clinical field.
The number of student per group is usually small at 20-25 to allow maximum supervised
skill training.

16
Problem-based learning

4.11 Problem-based Learning (PBL) is a learning strategy in which students collaboratively

participate in discussing practical examples and their learning experiences in solving
problems. Facilitated by academic staff, students will work in small groups sharing their
knowledge, identifying problems associated with the scenarios given and use the problems
to drive their learning process. Students acquire key concepts, principles, content
knowledge and strategies necessary to solve problems and are equipped to face challenging,
open-ended problems and transfer their learning experiences to problem solving skill.

Practicum

4.12 The practicum comprises of 16 weeks of practice and will take place in September to
December during Year 4 Semester 1. Students will be arranged to be placed in four clinical
laboratories including clinical chemistry, haematology & blood bank, microbiology and
anatomical & cellular pathology laboratories in hospital clinics, laboratories, private
practices during which they can observe procedures, routines, sample preparations and
conduct procedures under supervision (where allowed). At the end of each block of the
practicum, they will keep a log (details and number of hours in the clinical practicum
handbook) and an on-site assessment will be carried out by the lab in-charge to the student.
There will be a reflective written assignment after each block to reinforce students’
theoretical learning to that of practice.

4.13 The practicum will be conducted with specific partners in collaboration with TWC. Both
TWC staff and Honorary Clinical Instructors at workplace will undergo “Clinical mentor
workshop” to align expectations and learning outcomes for the students. Agreements will
be sought to ensure commitment from the collaborators. A detailed Practicum handbook
for students will be given to each student together with the range of activities / observations
/ practice that will need to be attained to a satisfactory level. The aim of the “Clinical mentor”
workshop is two-folds: (1) to align the academic expectations of the programme and course
outcomes and (2) to have a consistent standard training and assessment amongst various
clinics (large and small) for students.

Teaching Modes

4.14 Teachers will meet students three hours per week. These three contact hours are normally
broken down into two sessions, a two-hour session and a one-hour session. The two-hour
session is for lecture, and the one-hour session is for tutorial/seminar.

Student effort

4.15 For every class/laboratory contact hours, students are expected to put in 2 hours of student
effort. As such, in a 3-credit course with 45 contact hours, the estimated student effort is 90
hours.

17
Other Learning Enhancement Services

Work Integrated Learning Programme (WILP)

4.16 WILP, arranged by Student Affairs Office (SAO), is a work-based learning experience that
takes place in an organizational context. It offers students the opportunity to learn to
connect classroom theory with practical workplace applications through on-the-job work
placements.

4.17 WILP is mandatory for all degree programmes including the BSc(MLSc) programme.
Students are required to complete Components I and Component II of WILP outlined below
to be considered as completing the WILP graduation requirements.
a. Component I - Students are required to complete a minimum of 480 hours of discipline-
related internship(s); and
b. Component II – Students require to participate in a minimum of 4 College Seminars in
each academic year.

4.18 Specifically for students in this BSc(MLSc) programme, they have to pass the 480 hours
clinical practicums (which fulfilled the Component I of WILP requirement) AND attend 4
college seminars in each academic year in order to complete the WILP.

English Enhancement Programme

4.19 The Centre for Academic and Professional Language Enhancement, which has started its
operation in March 2016, will provide students help in their English learning. Students can
access its learning resources and programmes on a voluntary basis.

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5 Admission Requirement

Year 1 entry to Degree Programmes

5.1 For Year 1 entry to degree programmes, applicants should meet one of the following
requirements:

a. Have obtained Level 3 in Chinese Language and English Language and Level 2 in
Mathematics and Liberal Studies plus one Elective/Applied Learning Subject at
Level 2 (“3322+2”) in HKDSE; OR
b. Have passes in AS Use of English and AS Chinese Language and Culture plus one
AL subject/two AS subjects in HKALE and Level 2 for Chinese Language and
English Language plus passes in three other subjects in HKCEE; OR
c. Have obtained the International Baccalaureate (IB) Diploma with a minimum score
of 28 and fulfilled the English language requirements:
i. Grade 4 or better in the Higher Level English Language (B Syllabus); or
ii. Grade 5 or better in the Standard Level English Language (B Syllabus); or
iii. Grade 4 or better in the Higher or Standard Level English Language (A1 or A2
Syllabus); or
iv. Grade 4 or better in the Standard Level English – Text and Performance; or
v. Grade 4 or better in the Standard Level English – Literature and Performance
(A1 syllabus); or
vi. Preference for those with Grade 3 or better in High Level Chemistry; OR

d. Have met the 2nd cut-off line of the respective province for admission to mainland
key universities in the National Joint College Entrance Examination (JEE) and the
scores of English Language is over 100 (普通高等學校聯合招生考試(JEE,PRC)
達到所屬省市報讀第二批重點高校分數線以上及英語科達 100 分或以上); OR
e. Have obtained equivalent qualifications (such as meeting the admission
requirements of a degree programme offered outside Hong Kong);OR
f. Have reached the age of 25 years old or above with a minimum of 3 years relevant
working experience.

Note:
1) Preference will be given to students who have obtained Level 2 or above for Chemistry or
Level 3 or above in Combined Science (including Chemistry) in HKDSE.
2) The programme aims to provide students with training and knowledge for equipping them
to be an efficient and effective healthcare worker. It is expected that prospective students
should possess relevant foundation scientific knowledge in order to benefit from learning.

19
6 Assessment Scheme
Assessment components

6.1 The objectives of assessment used by TWC have two perspectives:

(a) Assessment for Learning:

As an integral part of the learning and teaching process, assessment for learning is
designed to diagnose students’ strengths and weaknesses so that they can work to
improve their performance. It also assists teachers in their future lesson planning.
Through assessment for learning, students will be provided with regular and timely
feedback on their learning progress, and on areas to be improved, so that they know what
they have to improve and are provided guidance on how to set about doing this.
Continuous assessment for learning will be undertaken on a continuous basis using tools,
among others, such as assignment, case study, reflective report, project, presentation,
and written test.

(b) Assessment of Learning:

Assessment of learning serves to evaluate the extent of students’ learning, and the
standard they have achieved, and thus ultimately determine students’ grades and awards.
Governed by the OBTL approach, the assessment tasks are designed with reference to
the CILOs of each course. Through these assessment tasks, course instructors can assess
if students have met the CILOs and fulfilled requirements of the programme.
Assessment of learning is conducted at important intervals, e.g. at the end of a course
and at the end of a programme. Assessment of this sort generally takes the form of an
examination or the submission of a report or final project.

Assessment Principles

6.2 Students will be assessed in every course on the basis of their performance. Assessment will
be undertaken according to the following guiding principles:

(a) Assessment criteria should be made clear to students so that they understand what is
expected and required of them;

(b) Assessment criteria should reflect learning objectives and measure intended learning
outcomes, as defined for respective courses and benchmarked at the appropriate QF
level;

(c) Assessment should be reliable - i.e. designed to yield consistent results from different
markers and from the same marker at different times;

(d) Assessment should fairly reflect students’ abilities and achievements; and

(e) Assessment should be set at a level of challenge that enables teachers to assess students’
level of performance in each course and programme, and that allows students to
demonstrate their competence.

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Forms and Types of Assessment

Forms of Assessment

6.3 Assessment can include any one or any combination, of the following forms, according to
the nature of the course. They include strategies such as attendance and participation in
class written work, research reports, tests, examinations, reflective journals, case studies,
presentations portfolios, evaluation reports, and any other form appropriate to a specific
course.

6.4 As TWC puts a strong emphasis on outcome-based learning and teaching and experiential
learning, assessments will be designed in such a way that students are asked to reflect,
review and integrate their learning to demonstrate their level of competence and how they
learn through the process. Such assessment strategies can test and enhance the integrative
abilities of the students which are both essential as assessment for learning and assessment
of learning.

Types of Assessment

6.5 Assessment can be conducted by one, or a combination, of the following three types of
assessment, as and when appropriate:

(a) Assessment conducted by the College academic staff – this type of assessment can be
in the form of observation, tests, examinations, and through setting written assignments,
oral presentations, projects and evaluation reports in the clinical practicums, etc.

(b) Student’s Self Evaluation – through engaging in self-evaluation, students can learn how
to review their performance, diagnose strengths and weaknesses, and how to build on
the former and address the latter. This type of assessment can be incorporated into
presentation and critique sessions, and can be used in tutorials, laboratories and clinical
sessions as well as in reflective journals.

(c) Peer Evaluation – is also an important tool for developing an understanding of the use
of appropriate criteria when evaluating performance, and for helping others to improve.
This type of assessment can be incorporated into group assignments, presentation and
critique sessions and can be adopted in laboratory and studio sessions.

21
Assessment Load

6.6 Students are assessed for every course in the BSc(MLSc) programme. Students are assessed
in the forms of continuous assessments and examinations. The weighting between
continuous and end of course assessments will vary from course to course. For the
following six MLS discipline courses, students must pass in BOTH continuous assessment
and examination components to be considered passing the whole course:

MED3008 Clinical Laboratory Chemistry and Immunochemistry

MED3009 Clinical Laboratory Haematology and Transfusion Science
MED4005 Clinical Laboratory Cellular Pathology
MED4006 Clinical Laboratory Medical Microbiology
MED3035 Clinical Immunology*
MED4002 Virology*

*Remarks: subject to Academic Board approval

The details of assessment and examination regulations can be referred to Chapter 3 of

Student Handbook 2017/2018.

6.7 Normally, a student will not have more than three assessments in total for each course. The
assessment load of each course is evenly distributed throughout a semester. The Programme
Management Committee (PMC) will take up the task to review the assessment loads and
the assessment schedules to avoid overloading the students with clashes of assessments and
inform students with the assessment schedule and related information before the
commencement of a semester. Meanwhile, course leaders will be reminded regarding the
above-mentioned arrangement of assessments in order to make sure that the study load of
students is manageable.

22
Assessment of Clinical Practicum

6.8 Students will undertake 12 weeks of clinical practicum. These will be practicums in private
clinics, hospitals and private laboratories. These work-related settings aim at providing
real-life experience to complement students’ clinical skills with theoretical learning at
TWC.

6.9 Below is the brief outline of the assessment components to be incorporated. A broad area
assessment plan will consist of following components:

Table 7 Brief Outline of the Clinical Practicum Assessment Components

Assessment Tools / means of

Outcomes of assessment Schedule in practicum
components assessment
During each block and
On-site competency
Practical skills Passed or Failed after completion of each
assessment forms
block of practicum
During each block and
Personal and Overall Clinical Satisfactory or
after completion of
workplace qualities Practicum Evaluation Unsatisfactory
block
After completion of
Practical skills Reflective Essays Passed or Failed
each block of practicum
After completion of
Practical skills Oral Assessment Passed or Failed
practicum

6.10 Personal and workplace qualities and oral assessment: Students’ performance in the
direct provision of care under supervision in all practicums will be assessed by TWC’s
academic staff and the Clinical mentors. Generally, a formative and a summative
assessment will be carried out for each clinical area, with the former being an assessment
for learning and the latter as assessment of learning. The formative assessment must be
done at the middle of the practicum while the summative one being held at the end of the
practicum. Feedbacks must be given to students after formative assessment in order to
facilitate students’ subsequent learning and improvement of practice.

6.11 Reflective Essays: Reflective essay is kept by each student to note events, incidents and
activities as they occur during the course of the clinical practicum. The recording of these
occurrences contributes to the development of students’ understanding of, and skills in,
both practical and theoretical areas by enabling them to analyse critically and reflect on the
relationship between theory and practice, the actions of their colleagues, clients and their
own responses, as well as the learning objectives and their actual outcomes.

6.12 On-site competency assessment forms: Students will be given tasks, scenarios,
operational procedures and evaluations to demonstrate their practical skills in a simulated
setting in front of examiners. It is designed to assess students’ procedural knowledge and
hands-on skills and techniques.

6.13 Visits and Observations: To strengthen the links between the Clinical Mentors and TWC,
regular weekly visits will be made to clinical sites to meet with the students and the mentors

23
 to evaluate the training, obtain feedbacks and address any concerns that may have been
arisen.

6.14 Arrangement of Fail in clinical practicum assessment:

The following Table 8 summarizes the three different assessments components and the
arrangement in case the student has failed in the respective assessments:

Table 8 Arrangement of Fail in Clinical Practicum Assessment

1. 2. 3.
Assessment On-site Competency Reflective Essays Oral Assessment
Components Assessment Forms
Outcomes of Clinical Learning Passed or Failed Passed or Failed
assessments Achieved or Follow-up
actions required
Responsible Clinical Mentors TWC Academic staff TWC Academic
Assessor staff
Arrangement  The Programme  A second opportunity will be granted if
of fail in Examination s/he fails in the first attempt.
assessments Committee will  In case of fails in second attempt, The
decide if a retake Programme Examination Committee
practicum is offered will decide if a retake practicum is
to the student. offered to the student.
 If the student fails  If the student fails the retake practicum
the retake practicum, (any component), s/he may be dismissed
s/he may be from the Programme.
dismissed from the
Programme.

24
7 Graduation Requirements

7.1 To be considered for the award of a qualification, a student should:

a. Have completed the minimum required credit units as prescribed for the Programme
with a Graduation Grade Point Average (gGPA) of at least 2.0;

b. Have achieved GPA of 1.0 or above in all courses in the Programme;

c. Have satisfied the requirements of the graduation project and clinical practicum
required by the Programme;

d. Have completed the Work-Integrated Learning Programme and Community Service

programme required by the Programme; and

e. Have attained a valid score of 6.0 in IELTS or equivalent

25
 Course Description Forms of
Bachelor of Science (Honours) in Medical Laboratory
Science

Discipline Courses
Course Code Course Title
1. MED1001 Human Physiology
2. MED1002 Human Anatomy
3. MED1003 Molecules, Cells and Genes
4. MED1005 Biochemistry
5. MED1006 General Microbiology and Immunology
6. MED1009 Introduction to Physics
7. MED2001 Basic Laboratory Techniques and Instrumentation
8. MED2004 General Pathology
9. MED2005 Infectious Disease and Control
10. MED2106 Pathophysiology
11. MED2107 Pharmacology
12. MED2009 Introduction to Chinese Medicine (中醫學導論)
13. MED3101 Research Methods in Medical Science
14. MED3008 Clinical Laboratory Chemistry and Immunochemistry
15. MED3009 Clinical Laboratory Haematology and Transfusion Science
16. MED3010 Principles of Molecular Diagnostics
17. MED3011 Human Genetics
18. MED3035 Clinical Immunology
19. MED4101 Honours Year Project in Medical Laboratory Science
20. MED4002 Virology
21. MED4005 Clinical Laboratory Cellular Pathology
22. MED4006 Clinical Laboratory Medical Microbiology
23. MED4019 Molecular Diagnosis of Human Diseases
24. NUR1403 Introduction to Health Informatics
25. NUR2028 Psychosocial Dimension of Health and Illness
26. NUR3002 Ethical and Legal Aspects in Health Care
27. OCC2003 Ageing and Diseases

Practicum Courses
1. MED3047 Clinical Practicum I (Clinical Chemistry)
2. MED3048 Clinical Practicum II (Haematology and Transfusion Science)
3. MED3049 Clinical Practicum III (Anatomical and Cellular Pathology)
4. MED3050 Clinical Practicum IV (Medical Microbiology)

26
Compulsory GE Course
1. GEN1008 Introduction to Statistics
2. GEN1205 Understanding and Motivating Self
3. GEN1304 The Development and Operation of Non-profit Organizations
4. GEN2005 Information Technology and Multimedia Applications

Language Courses
1. CHI1002 Applied Chinese Language (應用中文)
2. ENG1001 Developing English Language Skills
3. ENG2006 Enhancing Academic English Skills

27
 Course Description Form

Course Code MED1001

Course Title Human Physiology
Credit value 3
QF Level 4
QF Credit 13
Pre- Nil
requisite(s)
Objectives This course aims to provide students with a basic presentation of the function of the
major organs and organ systems of the human body. This course will help the student
understand the role of each organ and organ system in maintaining health as a whole.
Course Upon successful completion of this course, students will be able to:
Intended a. Describe the functions of the distinctive cells that comprise each major organ;
Learning b. Define the role of physiological functional units;
Outcomes c. Describe and discuss the regulation of homeostasis by neuronal, endocrine, and
(CILOs) local chemical messengers; and
d. Integrate the principles of physiology with the changes in human body function
to the extent of fundamental level of medical sciences.
CILOs in
Alignment
CILOs

with PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a)  
(b)  
(c)  
(d)  
Course 1. The Cell and General Physiology
Synopsis/ 2. Homeostasis, metabolism and temperature regulation
Indicative 3. Cardiovascular system
Syllabus 4. Respiratory system
5. Digestive system
6. Renal system and fluid regulation
7. Nervous system
8. Muscle
9. Sensory physiology
10. Endocrine system
11. Reproductive system

Learning & Lecture

Teaching Lectures are scheduled for delivery theoretical knowledge in preparation for
Methodology discussion on how the theories and techniques are applied.

Tutorial
Tutorials are used to allow students to clarify concepts and queries. Tutorials include
in class activities and the use of interactive multimedia. In class activities include
games and case studies that allow students to recognize, remember and understand
physiologic concepts, and thereby build confidence in their mastery of the course.
28
 Laboratory Sessions
Laboratory work provides practice in applying knowledge that has been presented in
lectures and in developing essential skills. They will be coached through several small
scale experiments to explore how the body works.

Assessment
Methods in Specific assessment % Intended course learning outcomes to be
Alignment methods/tasks weighting assessed (Please tick as appropriate)
with Course a b c d
Intended 1. Written Assignment(s) 40    
Learning 2. Written Test(s) 20    
Outcomes 3. Examination 40    
Total 100

Written Assignment(s)
Students are required to answer structural questions on evaluation of the concepts
taught.

Written Test(s)
Written test(s) are used to assess students’ understanding about the concepts learned.
It allows them to reflect and identify areas for improvement in studying this subject.

Examination
Examination will consist of different types of questions which will assess all of the
intended learning outcomes for the course and will specifically check their
understanding of the integration of physiologic concepts.
Student Class contact:
Study Effort  Lecture 28 Hrs
Required  Tutorial 5 Hrs
 Laboratory sessions 9 Hrs
Assessment Hours:
 Examination 3 Hrs
Other student study effort:
 Self-reading and preparation of written 60 Hrs
assignment(s)
 Preparation for written test(s) and 24 Hrs
examination
Total student study effort 129 Hrs
Reading List Textbook(s)
and 1. Widmaier, EP, Raff, H, and Strang, KT. (2015). Vander's human physiology: the
References mechanisms of body function with ARIS. (14th ed.). New York: McGraw-Hill.

References
1. Sherwood, L. (2012) Human Physiology: From cells to systems. (8th ed.).
Brooks/Cole.
2. Guyton, AC, and Hall, JE. (2016) Textbook of medical physiology. (13th ed.).
Elsevier Saunders; Philadelphia.
3. Fox, SI. (2015) Human Physiology. (14th ed.). McGraw-Hill.
29
4. Waugh, A, and Grant, A. (2010). Ross and Wilson anatomy and physiology in
health and illness: With access to Ross & Wilson website for electronic
ancillaries and eBook (11th ed.). Edinburgh: Churchill Livingstone.
5. Paul, A L. (Ed.) (2009) Handbook of Cardiac Anatomy, Physiology, and
Devices. (2nd ed.). Springer: New York.
6. Shier, D.N., Butler, J.L., & Lewis, R. (2010). Hole's human anatomy and
physiology. (12th ed.). New York: McGraw-Hill.
7. Fox, SI. (2010). A laboratory guide to human physiology, concepts and clinical
applications. (14th ed.). New York: McGraw-Hill.
8. Fox, SI. (2009). Laboratory guide to accompany human physiology. (13th ed.).
New York: McGraw-Hill.

30
 Course Description Form

Course Code MED1002

Course Title Human Anatomy
Credit value 3
QF Level 4
QF Credit 13
Pre- Nil
requisite(s)
Objectives This course aims to provide students with a fundamental knowledge of the structures
of human body. Its emphasis is on the organizational and structural features of organs
and organ systems at macroscopic level. Correlated laboratories provide students an
opportunity to view body structures and their relationships in three dimensions.
Course Upon successful completion of this course, students should be able to:
Intended a. Describe the human body with appropriate anatomical terminology;
Learning b. Describe, draw and label anatomical structures corresponding to different body
Outcomes systems;
(CILOs) c. Analyze the integrative nature of the body systems from the structural aspect ;
d. Integrate anatomical features with functions to the extent understanding normal
and altered conditions of human body at a fundamental level in medical science .
CILOs in
Alignment
CILOs

with PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a)  
(b)  
(c)  
(d)  
Course 1. An Introduction to Anatomy
Synopsis/ 2. The Integumentary System
Indicative 3. The Skeletal System
Syllabus 4. The Muscular System
5. Surface Anatomy and Cross-Sectional Anatomy
6. The Nervous System
7. The Endocrine System
8. The Cardiovascular System
9. The Lymphoid System
10. The Respiratory System
11. The Digestive System
12. The Urinary System
13. The Reproductive System
14. Embryology and Human Development
Learning & Lecture
Teaching Lectures are scheduled for delivery theoretical knowledge in preparation for
Methodology discussion on how the theories and techniques are applied.

Tutorial
31
 Tutorials are used to allow students to clarify concepts and queries. Tutorials include
in class activities and the use of interactive multimedia. In class activities include
games that allow students to recognize, remember and understand anatomical
terminology, and thereby build confidence in their mastery of the course.

Laboratory Sessions
Laboratory work provides practice in applying knowledge that has been presented in
lectures and in developing essential skills. 3D models will be used so as to gain a
better understanding of spatial relationships. They will be coached through several
small scale experiments to explore how the body works.
Assessment
Methods in Specific assessment % Intended course learning outcomes to
Alignment methods/tasks weighting be assessed (Please tick as appropriate)
with Course a b c d
Intended 1. Written Test(s) 60    
Learning 2. Examination 40    
Outcomes Total 100

Written Test(s)
Written test(s) are used to assess students’ understanding about the concepts learned.
It allows them to reflect and identify areas for improvement in studying this subject.

Examination
Examination will consist of different types of questions which will assess all of the
intended learning outcomes for the course and will specifically check their
understanding of the integration of regional and systemic anatomy.
Student Study Class contact:
Effort  Lecture 28 Hrs
Required  Tutorial 6 Hrs
 Laboratory sessions 8 Hrs
Assessment Hours:
 Examination 3 Hrs
Other student study effort:
 Self-reading 60 Hrs
 Preparation for written test(s) and 24 Hrs
examination
Total student study effort 129 Hrs
Reading List Textbook(s)
and 1. Tortora, GJ, and Nielsen, MT. (2014). Principles of human anatomy (13th ed.).
References John Wiley & Sons.

References
1. Moore, KL, Dalley, AF, and Agur, AMR. (2013). Clinically oriented anatomy.
(7th ed.). Philadelphia: Lippincott Williams & Wilkins.
2. Martini, FH, Timmons, MJ, and Tallitsch, RB. (2011). Human Anatomy. (7th
ed.). Benjamin Cummings.
3. Drake, RL, Vogl, W, and Mitchell, A. (2015). Gray's Anatomy for Students. (3rd
ed.). Elsevier.
4. Netter, FH. (2011) Atlas of human anatomy (5th ed.). Saunders/Elsevier.
32
5. Waugh, A, and Grant, A. (2014). Ross and Wilson anatomy and physiology in
health and illness: With access to Ross & Wilson website for electronic
ancillaries and eBook (12th ed.). Edinburgh: Churchill Livingstone.
6. Shier, DN, Butler, JL, and Lewis, R. (2015). Hole's human anatomy and
physiology. (14th ed.). New York: McGraw-Hill.
7. Jacob, S. (2002) Atlas of human anatomy. Edinburgh: Churchill Livingstone.
8. Weir, J, et al. (2011) Imaging atlas of human anatomy (4th ed.). Philadelphia:
Mosby Elsevier.
9. Anatomy & Physiology Revealed (APR) Version 2.0 (2008) An Interactive
Cadaver Dissection Experience, CD-ROM, McGraw-Hill.
10. Abrahams, PH, Boon, JM, and Spratt, JD. (2013). McMinn's colour atlas of
humananatomy. (7th ed.). Philadelphia: Mosby.

33
 Course Description Form

Course Code MED1003

Course Title Molecules, Cells and Genes
Credit value 3
QF Level 4
QF Credit 13
Pre- Nil
requisite(s)
Objectives This course provides an introduction to the cell and the main method of cellular study.
Cell is the basic structural and functional unit of living organism and thus
understanding the components of cells and how cells work serves as the basis to
medical science. In this course, the structural and physiological characteristics of
animal cells, their main organelles as well as their interactions with the environment,
are considered. An integrated approach to the structural and functional relationships
in cellular process will be emphasized.
Course Upon successful completion of this course, students should be able to:
Intended a. Relate the basic structure of cells to their function;
Learning b. Describe the communication methods between cells;
Outcomes c. Distinguish the life cycle of different cells, how they reproduce, and the
(CILOs) relationship between cell cycle and disease;
d. State different mechanisms and regulations of gene expression;
e. Explain research methodology and technology in area of cell biology.
CILOs in
Alignment
CILOs

with PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a)  
(b)  
(c)   
(d)  
(e)    
Course 1. A preview of the Cell
Synopsis/ 2. Cells and organelles
Indicative 3. Membranes: Structure and function
Syllabus 4. Endomembrane system
5. Signal transduction mechanisms
6. Cytoskeletal systems and the Extracellular matrix
7. Mitosis and meiosis
8. Genes and chromosomes
9. The regulation of gene expression
10. Cancer cells
11. Current research of cellular study
Learning & Lecture
Teaching Lectures cover theoretical knowledge.
Methodology
Tutorial
Tutorials are used to supplement lectures to give students the opportunity to ask
34
 questions and clarify anything they did not understand in the lectures.

Tutorials include online activities, face to face tutorials and the use of interactive
multimedia. Online activities include videos, games and discussion aim as helping
students to master the subject contents and apply them to daily life. Face-to-face
tutorials further check students’ knowledge and understanding.

Assessment
Specific assessment % Course intended learning
Methods in
methods/tasks weighting outcomes to be assessed (Please
Alignment
tick as appropriate)
with Course
a b c d e
Intended
1. Written Assignment(s) 10    
Learning
2. Written Test(s) 20     
Outcomes
3. Project 30     
4. Examination 40     
Total 100%

Written assignment(s) and Written Test(s)

Students are required to answer structural questions on evaluation of the concepts
taught.

Project
Project evaluates student’s learning by tackling relevant problems. It guides students
towards self-directed learning behavior to search for information and knowledge on
answers to a proposed assumption.

Examination
Examination will include multiple choice questions and short questions. The
examination will assess all the intended learning outcomes for the course and will
specifically check students’ understanding on the integration of the structural and
functional relationships in cellular process.
Student Study Class contact:
Effort  Lecture 30 Hrs
Required  Tutorial 12 Hrs
Assessment Hours:
 Examination 3 Hrs
Other student study effort:
 Self-reading 36 Hrs
 Preparation for project 24 Hrs
 Preparation for test and final 24 Hrs
examination
Total student study effort 129 Hrs
Reading List Textbook(s)
and 1. Becker, WM, Kleinsmith, LJ, Hardin, J, and Bertoni, GP. (2015) The World of
References the cell 9th ed. Benjamin Cummings.

References

35
 1. Robert E Hausman, Geoffrey M Copper. (2013) The cell: a molecular
approach (7th ed.). Sinauer Associates, Inc.
2. Lodish, H, Berk, A, Kaiser, CA, Krieger, M, Scott, MP, Bretscher, A, Ploegh,
H, and Matsudaira, P. (2012) Molecular cell biology 7th ed. New York: W.H.
Freeman.
3. Lynne Cassimeris, Geroge Plopper, Vishwanath R. Lingappa. (2010) Cells. 2nd
ed. Sudbury, Mass.: Jones and Bartlett Publishers.
4. Goodman, SR. (2008) Medical Cell Biology 3rd ed. Burlington, Mass.:
Academic Press.

Useful websites for Molecules, Cells and Genes

1. National Center for Biotechnology Information:
http://www.ncbi.nlm.nih.gov/guide/

36
 Course Description Form

Course Code MED1005

Course Title Biochemistry
Credit value 3
QF Level 4
QF Credit 13
Pre-requisite(s) Nil
Objectives This course provides a good understanding of the chemistry of important biological
molecules (proteins, carbohydrates, lipids and nucleic acids) in relation to their
metabolic function in biological systems and at the molecular and cellular level.
This will be the underpinning knowledge for other disciplines.
Course Upon successful completion of this course, students should be able to:
Intended a. Understand important biomolecules in relation to their function;
Learning b. Classify and characterize major essential metabolites;
Outcomes c. Appreciate interrelationships of metabolic processes with clinical correlations;
(CILOs) d. Integrate biochemical knowledge with function and/or dysfunction of
biochemical systems.
CILOs in
Alignment with
CILOs

PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a)   
(b)   
(c) 
(d)  
Course 1. Acidity and alkalinity: pH and pKa values and their effects on cellular
Synopsis/ activities
Indicative 2. Buffers.
Syllabus 3. Chemistry/structures of carbohydrates, lipids and nucleic acids.
4. Chemistry of amino acids proteins and their derivatives;
5. Methods of isolation and identification of proteins;
6. Determination and biochemical applications of the structures of proteins.
7. Nomenclature of nucleosides and nucleotides.
8. Effects of acid and alkali on hydrolysis of nucleic acids
9. Structure of DNA and RNA;
10. Introduction to Enzymes: types, properties, classification and nomenclature.
11. Biological oxidations and bioenergetics.
12. ATP and NADPH cycles
13. Introduction to metabolism and cycles.
Learning & Lecture
Teaching Lectures cover theoretical knowledge in preparation for students’ discussions on
Methodology how theories and techniques are applied in clinical settings.

Tutorial and Laboratory Sessions

Tutorials are used to supplement lectures. They include online activities, face to face
tutorials and the use of interactive multimedia. Online activities include games that
allow students to recognize, remember and understand the structures and functions
37
 of biomolecules and metabolites, and thereby build confidence in their mastery of
the subject. Laboratory sessions and 3D models help them in the understanding of
spatial relationships. Face-to-face tutorials further check students’ knowledge and
understanding.

Seminar/Problem-based learning
Problem-based learning uses a well-designed real-life scenario to initiate student’s
active and independent learning of the subject matter and integrates the theoretical
input learnt from the course into clinical practice.

Assessment
Methods in Specific assessment % weighting Intended course learning
Alignment with methods/tasks outcomes to be assessed (Please
Course tick as appropriate)
Intended a b c d
Learning 1. Written Test(s) 20   
Outcomes 2. Written Assignment(s) 40   
3. Examination 40    
Total 100

Written Test(s) and Written Assignment(s)

Written assignment(s) / test(s) are used to assess students’ learning on theoretical
knowledge. It allows them to reflect and identify areas for improvement in studying
this course.

Examination
Examination will include multiple choice questions and short questions. The
examination will assess all the intended learning outcomes for the course and will
specifically check students’ understanding on the chemistry of important biological
molecules in relation to their metabolic function in biological systems and at the
molecular and cellular level.
Student Study Class contact:
Effort Required  Lecture 24 Hrs
 Tutorial 6 Hrs
 Laboratory sessions 12 Hrs
Assessment Hours:
 Examination 3 Hrs
Other student study effort:
 Self-reading 36 Hrs
 Preparation for Tutorial/Problem- 24 Hrs
based learning
 Preparation for written test(s) and 24 Hrs
examination
Total student study effort 129 Hrs

Reading List Textbook(s)

and References 1. Jeremy M. Berg, John L. Tymoczko, Lubert Stryer. (2015) Biochemistry. 8th
ed. W. H. Freeman.
2. Devlin, T.M. (2010) Textbook of Biochemistry with Clinical Correlations.
38
 7th ed. John Wiley & Sons.

References
1. Trudy McKee, James R McKee. (2015) Biochemistry: The Molecular Basis
of Life. 6th ed. Oxford University Press.
2. David L. Nelson, Muchael M. Cox. (2012) Lehninger Principles of
Biochemistry. 6th ed. Freeman.
3. McMurry JE, Carl AH, Virginia EP, David SB. (2012) Fundamentals of
general, organic, and biological chemistry. 7th ed. Pearson.
4. Concise Encyclopedia of Biochemistry.
5. Biochemical Nomenclature and Related Documents
6. CRC Handbook of Biochemistry and Molecular Biology

Journal(s)
1. Biochemistry
2. Biochemical Journal
3. Journal of Biological Chemistry
4. International Journal of Biotechnology & Biochemistry
5. Clinical Biochemistry

Useful website(s) for Biochemistry

1. Catalog of biomedical resources: http://databases.biomedcentral.com
2. Harvard Dept. of Molecular & Cellular Biology:
http://mcb.harvard.edu/BioLinks.html
3. Free version of Medline:
http://www.ncbi.nlm.nih.gov/

39
 Course Description Form

Course Code MED1006

Course Title General Microbiology and Immunology
Credit value 3
QF Level 4
QF Credit 13
Pre- Nil
requisite(s)
Objectives This course provides a fundamental knowledge of microbiology as well as the most
recent concepts of structure and functions of the immune system to students taking
Medical Science. This course will introduce the concepts and principles of
microbiology; the role of pathogenic microorganisms in various infectious diseases;
the various types of disease-related immunological reactions and the immunological
disorders; and the modern immunological techniques in clinical diagnosis and
methods of immune-based therapies.
Course Upon successful completion of this course, students should be able to:
Intended a. Understand the concepts and principles of general and medical microbiology;
Learning b. Identify the essential components for microbial growth;
Outcomes c. Explain the role of selected pathogens in pathogenesis;
(CILOs) d. Recognize the various types of immunological reactions against pathogens.
CILOs in
Alignment
CILOs

with PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a)   
(b)  
(c)  
(d)   
Course 1. Basic bacteriology of the structure and classification of microorganisms
Synopsis/ 2. Microbial growth and its control
Indicative 3. Introduction of various identification assays
Syllabus 4. Specimen collection and cultivation condition
5. Pathogenic microorganisms and diseases (viruses; bacteria; fungi and
parasites)
6. Principles of disease and epidemiology
7. Multi-drug resistant pathogens: development and impact to society
8. Environmental microbiology, applied and industrial microbiology
9. Types of Immunity
10. Nature and function of Immunogens and Antigens
11. Antigen Receptor Molecules - Self Versus Non-self Discrimination
12. Regulation of Immune Response:
13. Complement system
14. Immune effector mechanisms:
15. Immunopathology:
16. Vaccines, Immune-based Therapies and Immunological Techniques

40
Learning & Lecture
Teaching Lectures cover theoretical knowledge in preparation for students’ discussions on
Methodology how theories and techniques are applied in clinical settings.

Tutorial
Tutorials are used to supplement lectures. They include online videos, face to face
tutorials and the use of interactive multimedia. Online videos and case studies that
allow students to recognize the knowledge of microbiology and immunology thereby
build confidence in their mastery of the subject. Face-to-face tutorials further check
students’ knowledge and understanding.

Assessment
Methods in Specific assessment % weighting Intended course learning outcomes to
Alignment methods/tasks be assessed (Please tick as
with Course appropriate)
Intended a b c d
Learning 1. Written Test(s) 20   
Outcomes 2. Written 40   
Assignment(s)
3. Examination 40    
Total 100

Written Assignment(s) and Written Test(s)

Both written assignment(s) and written test(s) are used to assess students’ learning
on theoretical knowledge. It allows them to reflect and identify areas for
improvement in studying this course.

Examination
Examination will include multiple choice questions, short and case-study questions.
The examination will assess all the intended learning outcomes for the course and
will specifically check students’ understanding how to identify different pathogens
using identification assays and the immunological reactions triggered by particular
pathogen.
Student Study Class contact:
Effort  Lecture 36 Hrs
Required  Tutorial 6 Hrs
Assessment Hours
 Examination 3 Hrs
Other student study effort:
 Self-reading 36 Hrs
 Preparation for Seminar/Problem-based learning and 12 Hrs
written assignment(s)
 Preparation for written test(s) and examination 36 Hrs
Total student study effort 129 Hrs

Reading List Textbook(s)

and References 1. Tortora, GJ, Funke, BR, & Case, CL. (2016) Microbiology: An introduction.
12th ed. San Francisco: Pearson.

41
 2. Kuby, J, Kindt, TJ, Osborne, BA, and Golds, RA. (2013) Immunology. 7th ed.
New York: W. H. Freeman.
3.
4. References
1. Actor JK. (2011) Elsevier’s Integrated Immunology and Microbiology (2nd
ed.). Elsevier.
2. Stevens, CD. (2009) Clinical Immunology and Serology: A Laboratory
Perspective (3rd ed.). F. A. Davis.
3. Delves, P, Martin, S, Burton, D, and Roitt, I. (2011) Roitt’s Essential
Immunology (12th ed.). Wiley-Blackwell.
4. Abbas, AK and Lichtman, AH. (2010) Basic Immunology: Functions and
Disorders of the immune system (3rd ed.). Saunders Elsevier.
5. Forbes, BA, Sahm, DF, and Weissfeld, AS. (2011) Bailey & Scott's Diagnostic
Microbiology (12nd ed.). Mosby.
6. Kelly CM. (2009) Microbiology: a systems approach (2nd ed.). McGraw Hill.
7. Talaro, KP. (2008) Foundations in Microbiology (6th ed.) McGraw Hill.
8. Murray, PR, Pfaller, MA, Rosenthal, KS, and Murray, PR. (2008) Medical
Microbiology: with STUDENT CONSULT Access (6th ed.). St. Louis, Mo.;
London: Mosby.

42
 Course Description Form

Subject Code MED1009

Subject Title Introduction to Physics
Credit value 3
QF Level 4
QF Credit 13
Pre-requisite(s) Nil
Objectives This is a subject designed for students with minimal background in physics studies.
Fundamental concepts in major topics of physics (mechanics, heat, wave and
electromagnetism) will be discussed. The aim of this subject is to equip students
with some basic physics knowledge, and to appreciate its applications in various
branches of science and technology. In addition, the course introduces some of the
new technological developments in medical science, including magnetic resonance
and ultrasound.
Course Upon successful completion of this course, students will be able to:
Intended a. solve simple problems in mechanics, heat capacity and latent heat;
Learning b. explain phenomena related to the wave character of light and apply the
Outcomes superposition of waves;
(CILOs) c. define electrostatic field and potential and solve problems on interaction between
current and magnetic field;
d. understand fundamentals in radiation physics and its applications and;
e. apply the physics concepts to new technological developments in medical
science areas
CILOs in
Alignment with
CILOs

PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a)   
(b)   
(c)   
(d)    
(e)     
Indicative 1. Introduction of physics
Syllabus 2. Structure of matter
3. Fundamentals of mechanics
4. Fundamentals of thermal physics
5. Electromagnetic radiation
6. Electricity and Magnetism
7. Fundamentals of radiation physics
8. Biophysical techniques and applications
9. Health physics/Radiation protection
10. New technological developments in medical science areas

Teaching & Lecture

Learning Lectures are scheduled for delivery theoretical knowledge in preparation for
Methodology discussion on how the theories and techniques are applied.

43
 Tutorial
Tutorials are used to allow students to clarify concepts and queries. Tutorials
include in class activities and the use of interactive multimedia. In class activities
include practical calculation sessions that allow students to recognize, remember and
understand epidemiological concepts and thereby build confidence in their mastery
of the course.

Assessment
Methods in Specific assessment % Intended subject learning outcomes
Alignment with methods/tasks weighting to be assessed (Please tick as
Intended appropriate)
Learning a b c d e
Outcomes 1. Project 40     
2. Written Test(s) 20     
3. Examination 40     
Total 100

Project
Project evaluates student’s learning by tackling relevant problems. It guides students
towards self-directed learning behavior to search for information and knowledge on
answers to a proposed assumption.

Written Test(s)
Written test(s) are used to assess students’ understanding about the abstract concepts
learned, ability to interpret statistical findings and calculations. It allows them to
reflect and identify areas for improvement in studying this subject.

Examination
Examination will consist of different types of questions which will assess all of the
intended learning outcomes for the subject and will specifically check their
understanding of the integration of physiologic concepts.

Student Study Class contact:

Effort  Lecture 36 Hrs
Required  Tutorial 6 Hrs
Assessment Hours
 Examination 3 Hrs
Other student study effort:
 Self-reading and preparation of written 60 Hrs
assignment(s)
 Preparation for written test(s) and examination 24 Hrs
Total student study effort 129 Hrs
Reading List References
and References 1. John D. Cutnell & Kenneth W. Johnson, Introduction to Physics, 9th ed., John
Wiley & Sons, 2013.
2. Halliday D, Resnick R, Walker J, Fundamentals of Physics, 10th ed. Wiley &
Sons, 2013
3. Hewitt P, Conceptual Physics, 11th ed, Benjamin Cummings, 2010.
44
4. Jerrold T. Bushberg. Essential Physics of Medical Imaging, 3rd ed. Lippincott
Williams & Wilkins, 2011
5. Brahme A, Comprehensive Biomedical Physics, 1st ed. Elsevier, 2014
6. Feynman RP, The Feynman Lectures on Physics, boxed set: The New
Millennium Edition Basic Books; Slp edition, 2011

45
 Course Description Form

Course Code MED2001

Course Title Basic Laboratory Techniques and Instrumentation
Credit value 3
QF Level 4
QF Credit 14
Pre- Nil
requisite(s)
Objectives In this course the student will be introduced to the basic laboratory techniques needed
to conduct research in medical aspect. This course provides an introduction to basic
laboratory techniques and advanced instrumentation. The topics include laboratory
safety; basic laboratory skills; quality control; general laboratory equipment as well
as advance laboratory instrumentation are considered.
Course Upon successful completion of this course, students should be able to:
Intended a. Demonstrate understanding in the laboratory safety principles;
Learning b. Master the basic laboratory skills and calculations;
Outcomes c. Criticize and evaluate the impact of advance laboratory instrumentation to
(CILOs) research laboratories and clinical laboratories.
CILOs in
Alignment
CILOs

with PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a)   
(b)    
(c)    

Course 1. Laboratory safety

Synopsis/ 2. Pipetting and use of glassware
Indicative 3. Use of the microscope
Syllabus 4. pH meter, Balance and centrifuges
5. Spectroscopy
6. Chromatography
7. Immunological techniques
8. Molecular biology techniques
9. Aseptic techniques
10. Laboratory mathematics
11. Automation in laboratory
12. Advanced laboratory instrumentation
Learning & Lecture
Teaching Lectures cover theoretical knowledge in preparation for students’ discussions on how
Methodology theories and techniques are applied in laboratory settings.

Laboratory sessions
After the lectures, students will have their practice in laboratory to consolidate the
basic skills acquired.

46
Assessment Specific assessment % Intended course learning
Methods in methods/tasks weighting outcomes to be assessed (Please
Alignment tick as appropriate)
with Course a b c
Intended 1. Laboratory Report(s) 50  
Learning 2. Practical test(s) 25 
Outcomes 3. Written Test(s) 25   
Total 100

Laboratory Report(s)
Laboratory reports are used to evaluate students’ performance in conducting
experiments.
Written Test(s) and Practical Test(s)
Written Test(s) and Practical Test(s) will assess all the intended learning outcomes
for the course and will specifically check students’ understanding on the laboratory
techniques and mathematics.

Student Study Class contact:

Effort  Lecture 15 Hrs
Required  Laboratory sessions 30 Hrs
Other student study effort:
 Self-reading 36 Hrs
 Preparation for laboratory report(s) 24 Hrs
 Preparation for written test(s) and 30 Hrs
practical test(s)
Total student study effort 135 Hrs
Reading List
and References
References 1. Prakash Singh Bisen. (2016) Laboratory Protocols in Applied Life Sciences.
CRC press.
2. Sean R. Gallagher and Emily A. Wiley. (2012) Current Protocols Essential
Laboratory Techniques. 2nd ed. Wiley-Blackwell.
3. Ridley, JW. (2011) Essentials of clinical laboratory science. Clifton Park,
NY: Thomson Delmar Learning.
4. Estridge, BH, and Reynolds, AP. (2011) Basic clinical laboratory
techniques 6th ed. Clifton Park, NY: Thomson Delmar Learning.
5. Linné, JJ, and Ringsrud, KM. (2011) Clinical laboratory science : the basics
and routine techniques 6th ed. St. Louis, Mo.; London: Mosby.
6. Philip Bonner and Alan Hargreaves. (2011) Basic bioscience laboratory
techniques: a pocket guide. Chicester: Wiley

Journal
Current Protocols Essential Laboratory Techniques

47
 Course Description Form

Course Code MED2004

Course Title General Pathology
Credit value 3
QF Level 4
QF Credit 13
Pre-requisite(s) Nil
Objectives This course provides the students with the basic principles of pathology with
special emphasis on the cellular and molecular events in the general pathologic
process. This course will help student understand the mechanism of disease
processes especially in term of cellular and tissue injury and repair.
Course Intended Upon successful completion of this course, students will be able to:
Learning a. develop a vocabulary of terminology related to the general pathology;
Outcomes b. define and describe the pathological process of cellular and tissue response
(CILOs) and their correlated gross or microscopic morphological changes; and
c. apply the knowledge in understanding of the diagnosis of related diseases.
CILOs in
Alignment with
CILOs

PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a)  
(b)  
(c)  
Course Synopsis/ This course is an introductory course of pathology. It will introduce the basic
Indicative principles of pathology with special emphasis on the cellular and molecular
Syllabus events in the general pathologic process.
1. Histotechniques
2. Cell and Tissues
3. Cell Injury, Adaptation, and Death
4. Acute and Chronic Inflammation
5. Tissue Repair: Cell Regeneration and Fibrosis
6. Hemodynamic Disorders, Thrombosis, and Shock
7. Diseases of Immunity
8. Neoplasia
9. Genetic and Pediatric Diseases
10. Environmental Diseases
11. General Pathology of Infectious Diseases
Learning & Lecture
Teaching Lectures cover theoretical knowledge in preparation for students’ discussions on
Methodology how theories and techniques are applied in clinical settings.

Tutorial/Seminar
Tutorials or seminar are used to supplement lectures. They include online activities,
face to face tutorials and the use of interactive multimedia.

Laboratory Sessions

48
 This is adapted to review morphology and pathology of the assigned topic. The
primary purpose of the glass slides and gross pathology is to provide a visual aid
to the understanding of the mechanisms of disease.
Assessment Specific assessment % Intended course learning outcomes
Methods in methods/tasks weighting to be assessed (Please tick as
Alignment with appropriate)
Course Intended a b c
Learning 1. Written Assignment(s) 10   
Outcomes 2. Written Test(s) 20   
3. Project 30   
4. Examination 40   
Total 100

Written Assignment(s) and Written Test(s)

Both written assignment(s) and written test(s) are used to assess student’ learning
on theoretical knowledge. It allows them to reflect and identify areas for
improvement in studying this course.

Project
A poster/Powerpoint presentation is used to assess students’ ability to apply the
knowledge of general pathology to understand the cause, the pathologic
mechanism, the development/progress, prevention/therapeutic measures relevant
to selected diseases or disorders. Language proficiency and presentation skills are
assessed in the project presentation as well.

Examination
Examination will include multiple choice questions and short questions. The
examination will assess all the intended learning outcomes for the course and will
specifically check students’ understanding of the general pathologic mechanisms
in common diseases.

Student Study Class contact:

Effort Required  Lecture 28 Hrs
 Tutorial 11 Hrs
 Laboratory sessions 3 Hrs
Assessment Hours
 Examination 3 Hrs
Other student study effort:
 Self-reading 60 Hrs
 Preparation for written test(s) and examination 24 Hrs
Total student study effort 129 Hrs
Reading List and Textbook
References 1. Kumar, V., In Abbas, A. K., In Aster, J. C., & Perkins, J. A. (2018). Robbins
Basic Pathology (10th ed.) Elsevier/Saunders.

References
2. ExpertPath. Online database (TWC library)
3. Mescher, AL., Mescher, AL., & Junqueira, LCU. (2016) Junqueira's Basic
Histology: Text and Atlas. (13th ed.). McGraw-Hill.

49
4. Kumar, V, Abbas, AK, and Aster, J. (2015) Robbins and Cotran Pathologic
Basis of Disease. (9th ed.) Philadelphia, PA : Elsevier/Saunders
5. Kierszenbaum, AL., & Tres, LL. (2016) Histology and cell biology: an
introduction to pathology. (4th ed.). Elsevier/Saunders.
6. Klatt, EC. (2015) Robbins and Cotran Atlas of Pathology (3rd ed.).
Saunders/ Elsevier
7. Strayer, DS., & Rubin, E. (2015) Rubin's pathology : clinicopathologic
foundations of medicine. (7th ed.). Wolters Kluwer Health/Lippincott
Williams & Wilkins.
8. Ross, MH., & Pawlina, W. (2016). Histology: A text and atlas : with
correlated cell and molecular biology. (7th ed.). Wolters Kluwer
Health/Lippincott Williams & Wilkins.
9. Herrington, CS. (2014). Muir's textbook of pathology. (15th ed.) Boca Raton:
CRC Press.

50
 Course Description Form

Course Code MED2005

Course Title Infectious Disease and Control
Credit value 3
QF Level 5
QF Credit 14
Pre-requisite(s) Nil
Objectives This course aims to develop students’ knowledge on the relationship of microbes
with humans in causing disease and community-wide risk of infection. It has an
emphasis on the preventive measures and control of emerging and re-emerging
of infectious disease on local and global levels.
Course Intended Upon successful completion of this course, students should be able to:
Learning a. identify the sources of micro-organisms, routes of transmission and key
Outcomes principles of infection control;
(CILOs) b. apply the essential elements of universal precautions to different types of
communicable diseases; and
c. evaluate the risk of infections and plan corresponding infectious control
measures.
CILOs in
Alignment with
CILOs

PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a)  
(b)      
(c)      
Course Synopsis/ 1. Professional’s Responsibility in Infection Control
Indicative 1.1 Standards of care in infection control
Syllabus 1.2 Evidence-based practice
2. Pathogenic Organism Spread in Health Care Settings and Community
2.1 Transmission of infection
2.2 Vector-pathogen interactions
3. Strategies for Prevention of Pathogenic Organisms Transmission
3.1 Transmission based precautions
3.2 Vaccination
4. Application of Infection Control Concepts
4.1 Surveillance and Breaking the chain of transmission
4.2 Case studies on MRSA, VRE, C diff, HIV, TB and SARS
5. Application of Engineering Controls and Work Practice Control
5.1 Risk of exposure
5.2 Work practice control
6. Reprocessing Methods for Assuring Safety and Integrity of Patient Care
Environment
6.1 Contamination and decontamination
6.2 Pre-cleaning, chemical disinfection, and sterilization of instruments
and devices
7. Strategies Used in Handling a Bioterrorist Attack
7.1 Prod Rome and diagnostic samples
7.2 Infection control policy and post exposure prophylaxis

51
Learning & Lecture
Teaching Lectures are used for the delivery of theoretical knowledge.
Methodology
Seminar
Seminars are used to facilitate student’s self-learning/ peer learning and gain
better understanding of the topics covered in lectures.

Laboratory
Laboratory work aims to give students time for hands-on practice with knowledge
and skills that have been presented conceptually. Students are expected to
perform skill through practical demonstration-and-return demonstration
activities.

Assessment
Methods in Specific assessment % Intended course learning
Alignment with methods/tasks weighting outcomes to be assessed (Please
Course Intended tick as appropriate)
Learning a b c
Outcomes 1. Lab report 20   
2. Mid-term test 30   
3. Examination 50   
Total 100

Lab report
To enhance understanding and critical thinking through hands-on experience and
data analysis. To enable integration of practical scenarios to theories.

Mid-term test
Written test(s) are used to assess students’ understanding about the concepts
learned. It allows them to reflect and identify areas for improvement in studying
this course.

Examination
Examination will include multiple choice questions and short questions. The
examination will assess all the intended learning outcomes for the course and will
specifically check students’ understanding on the preventive measures and
control of emerging and re-emerging of infectious disease on local and global
levels.
Student Study Class contact:
Effort Required  Lecture 28 Hrs
 Seminar 11 Hrs
 Laboratory 3 Hrs
Assessment Hours
 Examination 3 Hrs
Other student study effort:
 Self-reading 45 Hrs
 Preparation for Seminar/Problem-based learning 20 Hrs
 Preparation for written test(s) and examination 25 Hrs
Total student study effort 135 Hrs

52
Reading List and Textbook(s)
References 1. Nelson, KE, and Williams, CM. (2014) Infectious disease epidemiology:
Theory and practice. (3rd ed.). Sudbury, Mass., Jones and Bartlett
Publishers.
2. World Health Organization (2004) Practical Guidelines for Infection
Control in Health care Facilities. New Delhi.

3. References
1. Engelkirk, PG, and Duben-Engelkirk, JL. (2008) Laboratory diagnosis of
infectious diseases: Essentials of diagnostic microbiology. Baltimore:
Wolters Kluwer Health/Lippincott Williams & Wilkins.
2. Giesecke, J. (2017) Modern infectious disease epidemiology. (3rd ed.).
London: Arnold.
3. Wilson, J. (2006) Infection Control in Clinical Practice. (3rd ed.).
Edinburgh; New York: Bailliere Tindall/ Elsevier.

Journal(s)
1. Infection Control and Hospital Epidemiology
2. American Journal of Infection Control

Useful website(s) for Infectious Diseases and Control

1. World Health Organization: http://www.who.int./en/
2. Center for Disease Control: http://www.cdc.gov/
3. Centre for Health Protection: http://www.chp.gov.hk/en/
4. Association for Professionals in Infection Control and Epidemiology:
http://www.apic.org
5. The International Federation of Infection Control:
http://www.theific.org/morenews.asp

53
 Course Description Form

Course Code MED2106

Course Title Pathophysiology
Credit value 3
QF Level 5
QF Credit 13
Pre-requisite(s) MED1001 Human Physiology
Objectives 1. This course aims to provide students with the biological mechanisms of
disease related to the physiological changes caused due to various types of
common illnesses in the human body.
2. This course will help students understand the diagnosis and treatment to
particular conditions.
Course Upon successful completion of this course, students will be able to:
Intended a. develop a vocabulary of terminology related to the pathophysiology
Learning b. define and describe the etiology/risk factor, pathophysiologic mechanism, and
Outcomes the clinical manifestations of disease or disorders in organ systems;
(CILOs) c. relate normal body functioning to their pathophysiologic alterations due to the
disease; and
d. explain the underlying pathophysiological mechanisms of the diagnosis and
treatment to common diseases in particular scenarios by analyzing and
evaluating the collective information to the extent of fundamental level of
medical sciences.
CILOs in
Alignment
CILOs

with PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a)  
(b)  
(c)  
(d)  

Course This course provides an introduction to biological disturbances with an emphasis

Synopsis/ on relating normal body functioning to the physiologic changes caused by
Indicative diseases and disorders, as well as the body’s compensation for these changes. It
Syllabus serves as a basis for understanding clinical changes of common diseases. Content
includes:
1. Concept of diseases
2. Circulatory disturbances
3. Pulmonary disturbances
4. Renal disturbances
5. Digestive system disturbances
6. Endocrine dysfunctions
7. Musculoskeletal system disturbances
8. Reproductive disorders
9. Neurologic disorders
10. Integumentary system disorders

54
Learning & Lecture
Teaching Lectures are scheduled for delivery theoretical knowledge in preparation for
Methodology discussion on how the theories and techniques are applied in clinical settings.

Tutorial / Seminar
Tutorials / Seminars are used to allow students to clarify concepts and queries.
Tutorials / seminars include in class activities and the use of interactive multimedia.
In class activities include case studies and review questions that allow students to
recognize, remember and understand pharmacologic concepts, and thereby build
confidence in their mastery of the course.
Assessment
Methods in Specific assessment % Intended course learning outcomes
Alignment methods/tasks weighting to be assessed (Please tick as
with Course appropriate)
Intended
a b c (d)
Learning    
Outcomes 1. Written Assignment(s) 10
2. Written Test(s) 20    
3. Project 30    
4. Examination 40    
Total 100

Written Assignment(s) and Written Test(s)

Both written assignment(s) and written test(s) are used to assess student’ learning
on theoretical knowledge. It allows them to reflect and identify areas for
improvement in studying this course.

Project
A poster/powerpoint presentation is used to assess students’ ability to apply the
knowledge of pathophysiology to understand the cause, the clinical
manifestations, the development/progress, diagnosis, prevention/therapeutic
measures relevant to diseases or disorders in selected organ systems. Language
proficiency and presentation skills are assessed in the project presentation as well.

Examination
Examination will include multiple choice questions and short questions. The
examination will assess all the intended learning outcomes for the course and will
specifically check students’ understanding of pathophysiologic mechanisms of
common diseases.

Student Study Class contact:

Effort  Lecture 28 Hrs
Required
 Tutorial/Seminar 14 Hrs
Assessment Hours
 Examination 3 Hrs
Other student study effort:
 Self-reading and preparation of written assignment(s) 60 Hrs

 Preparation for written test(s) and examination 24 Hrs

55
 Total student study effort 129 Hrs
Reading List Textbook(s)
and References 1. Hubert, R. J., & VanMeter, K. (2018). Gould’s Pathophysiology for the
Health Professions. (6th ed.). Philadelphia: Elsevier Saunders.

References
1. Grossman, S. and Porth, C.M. (2014). Pathophysiology: concepts of altered
health states (9th ed.) Philadelphia: Lippincott Williams & Wilkins
2. Kumar, V., Abbas, A. K., Aster, J. C., Cotran, R. S., & Robbins, S. L.
(2015). Robbins and Cotran Pathologic Basis of Disease. (9th ed.). Saunders.
3. McCance, KL, and Huether, SE. (2014) Pathophysiology – Text and E-book
Package: the Biologic Basis for Disease in Adults and Children. (7th ed.). St.
Louis: Mosby.
4. Crowley, L. (2015) An Introduction to Human Disease: Pathology and
Pathophysiology Correlations. (9th ed.). USA: Jones and Bartlett Publishers.
5. Story, L. (2015) Pathophysiology: a practical approach. (2nd ed.) Sudbury,
MA: Jones & Bartlett Learning.
6. Braun, CA, and Anderson CM. (2011) Pathophysiology: a clinical approach.
(2nd ed.). Philadelphia: Lippincott Williams & Wilkins.

56
 Course Description Form

Course Code MED2107

Course Title Pharmacology
Credit Value 3
QF Level 5
QF Credit 13
Pre-requisite Nil
Objectives This course aims to provide students with a basic knowledge in principles of
pharmacology and apply knowledge of the actions of many of the important groups of
drugs used in treatment of common diseases.
Course Upon successful completion of this course, students will be able to:
Intended a. Explain the drug actions in treatment of common diseases;
Learning b. Understands the fundamental principles in drug development;
Outcomes c. Analyze the concepts of pharmacology including, but not limited to,
(CILOs) pharmacokinetics, pharmacodynamics, side effects, toxicity and drug-receptor
interactions; and
d. Apply the concepts of general pharmacology in understanding the issues
pertaining to drug therapy including dosage control, route of administration, drug
monitoring, toxicity prevention etc.
CILOs in
Alignment
CILOs

with PILOs PILOs

1 23 4 5 6 7 8 9 10
(a)  
(b)    
(c)  
(d)   
Course 1. Fundamental principles of pharmacology
Synopsis/ 2. Introduction
Indicative 3. Pharmacokinetics
Syllabus 4. Toxicology
5. Dosage calculations
6. Principles of drugs and pharmacology affecting body systems:
7. Nervous system
8. Cardiovascular system
9. Endocrine system
10. Immune system
11. Gastrointestinal system
12. Principles of chemotherapy and antineoplastic drugs
13. Principles of Chinese medicine
14. Contemporary approaches to drug discovery, development and delivery
Learning & Lecture
Teaching Lectures deliver information for later discussion on how the theories and techniques
Methodology are applied, making use of well-designed real-life scenarios to enhance and motivate
student’s active and independent learning. Integrate the subject matter with theoretical
input learnt from the course into clinical practice.

Tutorial

57
 Tutorials are used to allow students to clarify concepts and queries. Tutorials include
in class activities and the use of interactive multimedia. In class activities include case
studies that allow students to recognize, remember and understand pharmacologic
concepts, and thereby build confidence in their mastery of the course.

Assessment Course intended learning outcomes

Methods in to be assessed
Specific assessment %
Alignment
methods/tasks weighting (Please tick as appropriate)
with Course
Intended a b c d
Learning 1. Written Assignment(s) 40    
Outcomes 2. Written test(s) 20    
3. Examination 40    
Total 100

Written Assignment(s) and Written Test(s)

Both written assignment(s) and written test(s) are used to assess student’ learning on
theoretical knowledge. It allows them to reflect and identify areas for improvement in
studying this course.

Examination
Examination consists of different types of questions which will assess all of the
intended learning outcomes for the course and will specifically check their
understanding of drug’s action in treatment of common diseases.
Student Class contact:
Study Effort  Lecture 36 Hrs
Required  Tutorial 6 Hrs
Assessment Hours:
 Examination 3 Hrs
Other student study effort:
 Self-study and preparation of written assignment(s) 60 Hrs
 Preparation for written test(s) and examination 24 Hrs
Total student study time 129 Hrs
Reading List Textbook
and 1. Golan, DE, et al. (2011) Principles of pharmacology: the pathophysiologic basis
References of drug therapy. (3rd ed.). Philadelphia: Lippincott Williams & Wilkins.

References
1. Kumar, P, and Clark, M. (2006) Clinical medicine. (6th ed.). Philadelphia: Sauders.
2. Rang, HP, et al. (2003) Pharmacology Illustrations by Peter Lamb. (5th ed.).
Edinburgh, Churchill Livingstone.
3. Page, C, et al. (2006) Integrated Pharmacology. (3rd ed.). Philadelphia, Elsevier
Mosby.
4. Hollinger, MA. (1997) Introduction to Pharmacology. Washington, D.C. Taylor
and Francis.
5. Katzung, B, Masters, S and Trevor, A. (2009). Basic and clinical pharmacology.
(11th ed.). San Francisco: McGraw-Hill Companies, Inc.
6. Waller, DG, et al. (2005) Medical Pharmacology and therapeutics. Edinburgh,
New York, Elsevier/Saunders.

58
7. Harvey, RA, Clark, MA, Finkel, R, Rey, JA, and Whalen, K. (2011) Lippincott's
Illustrated Reviews: Pharmacology. (5th ed.). Lippincott Williams & Wilkins.
8. Bardal, SK, Waechter, JE, and Martin, DS. (2011) Applied pharmacology. St.
Louis: Elsevier/Saunders.

Useful website(s) for Pharmacology

1. MIMS Hong Kong
http://www.mims.com

59
 Course Description Form

Course Code MED2009

Course Title Introduction to Chinese Medicine (中醫學導論)
Credit value 3
QF Level 5
QF Credit 13
Pre-requisite(s) 無
Objectives 本課程的目標是為醫學相關專業學生提供基礎的中醫學知識。課程主要
介紹中醫學的基本理論及其與中國文化哲學的關係，讓學生掌握中醫學
的基本知識與一般應用，並討論中醫在現今國內外醫療體系中的現況。
Course Intended 完成本課程後，學生應能:
Learning a. 從中國文化哲學的角度，描述中醫學對生命認識的核心價值
Outcomes b. 解釋中醫學常用的理論，並能運用於認識與生命相關的問題
(CILOs) c. 聯繫中醫學基本知識，運用於日常起居飲食、養生保健的範圍
d. 描述香港及國内外中醫在社會上的一般狀況，並對相關問題作出分
析及一般評價
CILOs in
Alignment with
CILOs

PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a)   
(b)  
(c)    
(d)    
Course Synopsis/ 1. 中國傳統文化哲學基礎
Indicative 2. 中醫學與傳統文化哲學的關係(天人觀、整體觀)
Syllabus 3. 中醫基礎理論︰陰陽、五行
4. 中醫對人體的認識︰藏象學說、經絡學說
5. 基本四診原理及方法
6. 中藥理論初探並常用中藥介紹
7. 中醫不同療法介紹︰針、灸、拔罐、刮痧等
8. 四時、地域、體質與健康的關係
9. 養生與保健
10. 中醫發展史略談
11. 香港中醫在社會的現況
12. 國內外中醫發展現況
Learning & 理論課
Teaching 理論課以老師講授模式為主，和多媒體影音設備和實物配合，講解與課
Methodology 題相關理論和一般知識，讓學生對課程內容有一定了解。透過課堂上的
互動，也可使學生明白如何運用理論於常見現實例子之中。

導修課

60
 配合理論課以小班形式進行。按課程內容需要，導修課的模式可以是多
種的，如辯論、匯報、小組討論、體驗、練習等，目的是鼓勵學生主動
參與，讓學生能從多角度認識課程內容，達到更好的教學果效。
Assessment
Methods in Specific assessment % Intended course learning outcomes to be
Alignment with methods/tasks weighting assessed (Please tick as appropriate)
Course Intended
Learning a b c d
Outcomes 1. 作業 20   
2. 小組專題研習 40   
3. 期末考試 40    
Total 100
作業
就某一題目自行搜集相關資料並結合課堂學習的理論進行分析和總結，
從而評估學生對課程內容的掌握、個人搜集資料、綜合分析等能力和文
字表達技巧。

小組專題研習
以小組為單位，就老師設定的一個特定場景，結合理論知識，應用於場
景之中，使其能全面運用課堂上所學於日常生活之中。透過此項活動，
能評估學生的群體合作能力、創意、表達能力、課程內容的掌握及應用
能力。

期末考試
考試形式包括選擇題、短答和長答題，題目設計包括場景應用題，以考
核學生運用所學的能力。透過考試將對學生能否達成各項預期學習成果
進行評估。
Student Study Class contact:
Effort Required  理論課 28 Hrs
 導修課 14 Hrs
Assessment Hours:
 期末考試 3 Hrs
Other student study effort:
 自修/課外閱讀 28 Hrs
 作業、小組活動預備工作 32 Hrs
 期末考試預備 24 Hrs
Total student study effort 129 Hrs
Reading List and
7. 參考書目
References 1. 印會河、張伯訥 (1993 年)《中醫基礎理論》， 上海：上海科學技
術出版社
2. 歐結成(2004)《當中醫遇上西醫》，香港：三聯書局出版
3. 雷載權 (1995)《中藥學》，雷載權主編，上海：上海科學技術出
版社

61
 4. 譚興貴 (2003)《中醫藥膳學》，譚興貴主編，北京：中國中醫藥
出版社
5. 朱文鋒 (1995)《中醫診斷學》，朱文鋒主編，上海：上海科學技
術出版社
6. 周春才 (2002)《中醫藥食圖典》，北京：中國文聯出版社
7. 周春才 (2004)《漫畫黃帝內經‧靈樞篇》，台北：台灣先智
8. 張大明 (2006)《小說中醫》，北京：中國中醫藥出版社
9. 郭少棠 (2002)《走進社區覓舊情》，香港：油尖旺區議會
10. 謝永光 (1998)《香港中醫藥史話》，香港：三聯書店
參考網址
11. 神農氏資訊站 http://www.shen-nong.com/chi/front/index.html

62
 Course Description Form

Course Code MED3101

Course Title Research Methods in Medical Science
Credit value 3
QF Level 5
QF Credit 14
Pre-requisite(s) GEN1008 Introduction to Statistics
Objectives This course provides essential methods and skills essential for conducting
research to aid and support the body of knowledge in the field of medicine.
Experimental design and methodology; ethical principle; appropriate statistical
analysis and presentation of findings are considered. An integrated
comprehensive approach to the strategies, planning and analysis of research
method will be emphasized.
Course Intended Upon successful completion of this course, students should be able to:
Learning a. Critically and comprehensively review the literature on a given topic;
Outcomes b. Identify the research gap and formulate their own research questions;
(CILOs) c. Appraise different type of research approaches and methods that are applied
in medical science;
d. Collect, integrate and evaluate information gathered in research;
e. Select the appropriate statistical tools and presentation methods for a given
set of research data/findings;
f. Demonstrate understanding in the ethical principles in medical research;
g. Prepare a research proposal with all the key components, includes literature
review, aims and objectives, methodology, data and statistical analysis, and
the importance of the proposed research project on a selected topic in
medical science.
CILOs in
Alignment with
CILOs

PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a)  
(b)    
(c)      
(d)       
(e)       
(f)       
(g)        
Course 1. Planning for a medical science research
Synopsis/Indicativ 1.1 Literature search, analysis and evaluation
e Syllabus 1.2 The scientific question
1.3 Methods and techniques
1.4 Data types
1.5 Ethical principles
1.6 Proposal writing
2. Managing medical science research
2.1 Time management
2.2 Data management
63
 2.3 Referencing and utilization of e-resources
3. Handling of medical science raw data
3.1 Collect appropriate data
3.2 Statistical tests and analysis
4. Reporting your research
4.1 Abstracts, posters, thesis and papers
Learning & Lecture
Teaching Lectures cover theoretical knowledge.
Methodology
Tutorial
Tutorials are used to supplement lectures to give students the opportunity to ask
questions and clarify anything they did not understand in the lectures.

Tutorials include online activities, face to face tutorials and the use of interactive
multimedia. Online activities include access to different databases and operation
of a number of scientific software, which aim as helping students to master the
subject contents and apply them to daily life. Face-to-face tutorials further check
students’ knowledge and understanding.
Assessment
Methods in Specific assessment % Intended course learning outcomes to be
Alignment with methods/tasks weight assessed (Please tick as appropriate)
Course Intended ing
Learning a b c d e f g
Outcomes 1. Case study with 40      
presentation
2. Written test 20      
3. Literature review 40       
Total 100

Case study with presentation

Students will be divided into groups, with a statistical test (e.g., t-test, ANOVA,
correlation analysis, etc) randomly assigned This form of assignment helps
consolidate the students’ learning and to integrate their statistical knowledge with
daily life research topic.

Written test
Test will include multiple choice questions and short questions. The test will
assess part of the intended learning outcomes for the course and will
specifically check students’ understanding on the analysis of research data with
appropriate statistical tools.

Literature review
Literature review on a specific immerging medical topic evaluates student’s
learning by tackling relevant problems in the field of medicine. Students are
required to integrate the knowledge learnt in lectures and tutorials in their
proposal writing.

Student Study Class contact:

Effort Required  Lecture 30 Hrs

64
  Tutorial 15 Hrs
Other student study effort:
 Self-reading 36 Hrs
 Preparation for proposal writing 36 Hrs
 Preparation for assignment and 18 Hrs
written test
Total student study effort 135 Hrs
Reading List and Textbooks
References 1. Hagger-Johnson Gareth. (2014) Introduction to research methods and data
analysis in the health sciences. Abingdon, Oxon; New York: Routledge.

References
1. Holmes Debbie, Moody Peter, Dine Diana. (2011) Research methods for
the biosciences. 2nd ed. Oxford: Oxford University Press.
2. Portney LG, Watkins MP. (2009) Foundations of Clinical Research.
Applications to Practice. 3rd ed. Upper Saddle River, NJ: Pearson/Prentice
Hall.
3. Barbour RS. (2008) Introducing Qualitative Research: a Student's Guide to
the Craft of Doing Qualitative Research. London: Sage Publications.
4. Geoffrey R Norman, David L Streiner. (2008) Biostatistics: The Bare
Essentials. BC Dekker Inc., Ontario.
5. Huizingh E. (2007) Applied Statistics with SPSS. London: Sage Publications.
6. Marc M. Triola and Mario F. Triola. (2006) Biostatistics for the Biological
and Health Sciences. Pearson Education Inc, Boston Ma.
7. Bernard A Rosner. (2006) Fundamentals for Biostatistics. 6th ed. Thomson-
Brooks/Cole, Belmont Ca.

65
 Course Description Form

Course Code MED3008

Course Title Clinical Laboratory Chemistry and Immunochemistry
Credit value 6
QF Level 5
QF Credit 35
Pre-requisite(s) Nil
Objectives This course enables students to develop and evaluate analytical skills required in
the assessment of body fluid chemistry under both normal and abnormal
conditions. The students will learn disease correlations, problem solving, quality
assurance and cost-effectiveness of tests to be conducted.
Course Upon successful completion of this course, students should be able to:
Intended a. Exhibit knowledge of body fluid chemistry levels under healthy or abnormal
Learning conditions;
Outcomes b. Properly evaluate the suitability of clinical chemistry specimens;
(CILOs) c. Properly prepare chemistry specimens for analysis;
d. Accurately record and report results, indicating normal and abnormal
values;
e. Evaluate quality control results and note trends, shifts and invalid results;
f. Discuss recent trends in clinical chemistry;
g. Demonstrate speed and accuracy in the analysis of chemistry specimens,
utilizing only necessary supplies and within a predetermined/reasonable
amount of time;
h. Develop professionalism by participating in relevant professional societies’
activities and develop skills for continuous life-long learning and
development.
CILOs in
Alignment with
CILOs

PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a)     
(b)       
(c)       
(d)     
(e)       
(f)        
(g)       
(h)    
Course 1. Basic techniques in chemical pathology
Synopsis/ 2. Basic specimen principles and practices
Indicative 3. Method evaluation and quality management
Syllabus 4. Analytical techniques
5. Automation in Clinical Chemistry
6. Immunoassays
7. Point-of-care testing
8. Assessment of Organ System functions including Endocrine, Liver, Cardiac,
Pulmonary, Renal & Gastrointestinal systems.
9. Toxicology

66
 10. Therapeutic Drug Monitoring
11. Tumor Markers
12. Nutritional Assessment
13. Clinical Chemistry and (a) Geriatric and (b) Paediatric patients.
Learning & Lecture
Teaching Lectures cover theoretical knowledge in preparation for students’ discussions on
Methodology how theories and techniques are applied in clinical settings.

Tutorials and Laboratory Sessions

Tutorials are used to supplement lectures. They include online activities, face to
face tutorials and the use of interactive multimedia. Online activities include
games that allow students to recognize, remember and understand laboratory
techniques in clinical chemistry, and thereby build confidence in their mastery of
the subject. Other activities and case studies help students identify the healthy and
abnormal conditions at chemistry level based on the laboratory information
provided in case studies. Face-to-face tutorials further check students’ knowledge
and understanding.

Seminar/Problem-based learning
Problem-based learning uses a well-designed real-life scenario to initiate student’s
active and independent learning of the subject matter and integrates the theoretical
input learnt from the course into clinical practice.
Assessment
Methods in Specific assessment % Intended course learning outcomes to be
Alignment with methods/tasks weighti assessed (Please tick as appropriate)
Course ng
Intended a b c d e f g h
Learning 1. Laboratory 30     
Outcomes Report(s)
2. Written Test(s) 30     
3. Written 20        
Examination
4. Practical 20        
Examination
Total 100

Laboratory Report(s)
Based on the theoretical knowledge from lectures, students will learn practical
skills to obtain laboratory results. Lab reports are used to train the logical,
analytical and reporting skills on the laboratory results for further diagnosis. This
allows the students to identify and verify valid and invalid laboratory results
during laboratory sessions.

Written Test(s)
Written test(s) are used to assess students’ learning on theoretical knowledge. It
allows them to reflect and identify areas for improvement in studying this course.

Written Examination
Examination will include multiple choice questions and short questions. The
examination will assess all the intended learning outcomes for the course and will

67
 specifically check students’ understanding on the integration of assessment of
body fluid chemistry under both normal and abnormal conditions.

Practical Examination
Examination will include problem-base question and spot tests. The examination
will assess laboratory skills, problem solving and analytical skills. This allows
the students to identify and verify valid and invalid laboratory results during real
life situation.
Student Study Class contact:
Effort  Lecture 48 Hrs
Required  Tutorial 9 Hrs
 Laboratory Sessions 56 Hrs
Assessment Hours:
 Examination 6 Hrs
Other student study effort:
 Self-reading 89 Hrs
 Preparation for laboratory report(s) 89 Hrs
and Seminar/Problem-based learning
 Preparation for written test(s) and 48 Hrs
examination
Total student study effort 345 Hrs
Reading List Textbook(s)
and References 1. Bishop, ML, Fody, EP, and Schoeff, LE. (2013) Clinical Chemistry –
Techniques, Principles, Correlations. (7th ed.). Lippincott Williams &
Wilkins.
2. Burtis, CA, Ashwood, ER, & Bruns, DE. (2014). Tietz Fundamentals of
Clinical Chemistry (7th ed.). W.B. Saunders Company: Philadelphia.
3. Robert L. Sunheimer (2010) Clinical Laboratory Chemistry (1st ed.)
Perasrson.
4.
5. References
1. Lemke, TL, Williams, DA, Roche, VF, and Zito, SW. (2012) Foye’s
Principles of Medicinal Chemistry (7th ed.). Lippincott William & Wilkins.

Journal(s)
1. Clinical Chemistry
2. Journal of Medicinal Chemistry
3. International Journal of Clinical Chemistry
4. Clinical Biochemistry
5. Clinica Chimica Acta

Useful website(s) for Clinical Laboratory Chemistry

1. Medline Plus: http://www.nlm.nih.gov/medlineplus.htm
2. Optimum Health: http://www.myoptumhealth.com
3. Blood tests significance:
http://www.austincc.edu/mlt/chem/clinicalsignificancelabtestguide.pdf
4. Lab Testing Guide:
http://www.caringmedical.com/therapies/labtestingguide.asp

68
 Course Description Form

Course Code MED3009

Course Title Clinical Laboratory Haematology and Transfusion Science
Credit value 6
QF Level 5
QF Credit 38
Pre-requisite(s) Nil
Objectives This course provides insights and understanding of both theoretical and practical
aspects of haematology and transfusion science especially for students taking
Medical Laboratory Science. By integrating lectures, laboratory work, visual
aids, case studies, and group discussions, the student will learn the concepts of
haematology and the application of haematological techniques for research and
diagnosis in both haematology and transfusion science.
Course Intended Upon successful completion of this course, students should be able to:
Learning a. interpret the morphological changes in blood cells and correlate to
Outcomes pathological conditions;
(CILOs) b. apply basic diagnostic techniques used in a haematology laboratory and
understand their use in classifying clinical pathology;
c. understand normal haemostasis and techniques of its determination;
d. operate compatibility testing and be able to problem solve incompatible
reactions.
CILOs in
Alignment with
CILOs

PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a)    
(b)    
(c)    
(d)      
Course Synopsis/ 1. Cellular Homeostasis and Haematopoiesis
Indicative 2. Structure and Function of Haematopoietic Organs
Syllabus 3. Erythocytes, hemoglobin and leukocytes
4. Basic Haematological Investigation and Analysis
5. Classification of Anemias
- Iron deficiency anemia
- Haemolytic anemia
- Megaoblastic anemia
6. Laboratory Investigation of Thalassemia & Haemoglobinopathies
7. Leukocyte Disorders
- Acute Leukemias
- Chronic Myeloid Leukemia
8. Laboratory Investigation of Leukocyte Disorders
9. Cytogenetics & cytochemistry
10. Laboratory Investigation of Haemostatic Disorders
11. Disorders of coagulation and laboratory testing in coagulation
12. Thrombosis and thrombophilia
13. Blood Group Systems and Antiglobulin Tests
14. Blood grouping, typing and transfusion; Stem cell transplantation

69
 15. Antibody Screening and Identification
16. Compatibility Tests
17. Blood bank policy and quality assurance in haematological laboratory
18. Complications of blood products
Learning & Lecture
Teaching Lectures cover theoretical knowledge in preparation for students’ discussions
Methodology on how theories and techniques are applied in clinical haematology laboratories.

Tutorials and Laboratory Sessions

Tutorials are used to supplement lectures. They include online activities, face to
face tutorials and the use of interactive multimedia. Online activities include
games that allow students to recognize, remember and understand laboratory
techniques, and thereby build confidence in their mastery of the subject. Other
activities and case studies help students identify the haematological disorders
based on the laboratory information provided in case studies. Face-to-face
tutorials further check students’ knowledge and understanding.

Seminar/Problem-based learning
Problem-based learning uses a well-designed problem-based scenario to initiate
student’s active and independent learning of the subject matter and integrates the
theoretical input learnt from the course into clinical practice.

Assessment
Methods in Specific assessment % Intended course learning outcomes to be
Alignment with methods/tasks weighting assessed (Please tick as appropriate)
Course Intended
Learning a b c d
Outcomes 1. Written Test(s) 30  
2. Laboratory 30    
Report(s)
3. Written 20    
Examination
4. Practical 20    
Examination
Total 100

Written Test(s)
Written test(s) are used to assess students’ learning on theoretical knowledge. It
allows them to reflect and identify areas for improvement in studying this
course.

Laboratory Report(s)
Based on the theoretical knowledge from lectures, students will learn practical
skills to obtain laboratory results. Lab reports are used to train the logical,
analytical and reporting skills on the laboratory results for further diagnosis.
This allows the students to identify and verify valid and invalid laboratory
results during laboratory sessions.

Written Examination
Examination will include multiple choice questions and short questions. The
examination will assess all the intended learning outcomes for the course and
70
 will specifically check students’ understanding on the integration of assessment
of body fluid chemistry under both normal and abnormal conditions.

Practical Examination
Examination will include problem-base question and spot tests. The
examination will assess laboratory skills, problem solving and analytical skills.
This allows the students to identify and verify valid and invalid laboratory
results during real life situation.

Student Study Class contact:

Effort Required  Lecture 47 Hrs
 Laboratory sessions 68 Hrs
 Tutorials 10 Hrs
Assessment Hours:
 Examination 6 Hrs
Other student study effort:
 Self-reading 101 Hrs
 Preparation for Seminar/Problem- 101 Hrs
based learning and laboratory
report(s)
 Preparation for written test(s) and 48 Hrs
examination
Total student study effort 381 Hrs
Reading List and Textbook(s)
References 1. Hoffbrand V and Moss P. (2016) Essential Haematology. 6th Ed. Wiley-
Blackwell.
2. Turgeon ML. (2012) Clinical Hematology: Theory & Procedures. 5th Ed.
Lippincott Williams & Wilkins.
3. Bain BJ, Bates I, Laffan MA, Lewis SM. (2012) Dacie and Lewis Practical
Haematology. 11th Ed. Philadelphia: Churchill Livingstone, Elsevier.
4. Bain BJ. (2004) A Beginner's Guide to Blood Cells. 2nd Ed. Blackwell Science.
5. Knight R. (2013) Fundamentals of Biomedical Science - Transfusion &
Transplantation Science. IBMS, Oxford University Press.
6. Harmening DM. (2012) Modern Blood Banking & Transfusion Practices. 6th Ed.
F.A. Davis.

Reference Books
1. AABB (American Association of Blood Banks), Roback JD, et al. (2014)
Technical manual of the American Association of Blood Banks. 18th Ed. American
Association of Blood Banks (AABB).
2. Shaz BH, Hillyer CD, Abrams CS, Roshal M. (2013) Transfusion Medicine and
Hemostasis: Clinical and Laboratory Aspects. 2nd Ed. Elsevier Science.
3. Rodak BF, Fritsma GA, Keohane EM. (2012) Hematology: Clinical Principles
and Applications. 4th Ed. Saunders, Elsevier.
4. Pallister C, Watson M. (2011) Haematology. 2nd Ed. Banbury [England]: Scion
Publisher.
5. Moore G, Blann AD and Knight G. (2010) Haematology. 1st Ed. New York:
Oxford University Press.
6. Hoffbrand AV, Pettit JE, and Vyas P. (2010) Color atlas of clinical hematology.
4th Ed. Philadelphia, PA: Mosby.
7. McKenzie SB. (2010) Clinical laboratory hematology. 2nd Ed. Boston : Pearson
8. Howard MR and Hamilton PJ. (2008) Haematology: an illustrated colour text. 3rd
Ed. Edinburgh: Churchill Livingstone.
71
9. Peterson BR. (2006) Trends in blood transfusion research. New York: Nova
Publishers.
10. Erhabor O. Essentials of Blood Transfusion Science. (2013) Central Milton
Keynes: AuthorHouse.
11. Mehta AB and Hoffbrand AV. (2009) Haematology at a glance. 5th Ed. Oxford:
Blackwell Science.
12. Rozenberg G. (2010) Microscopic haematology: a practical guide for the
laboratory. 3rd Ed. Chatswood, N.S.W.: Elsevier Australia.
13. Overfield J. (2008) Transfusion science. 2nd Ed. Bloxham, Oxfordshire: Scion
Publisher.

Journal(s)
1. Blood
2. Blood Cancer Journal
3. Blood Reviews
4. Leukemia
5. Transfusion
6. Transfusion Medicine
7. Haematologica
8. Stem Cells
9. Blood Coagulation and Fibrinolysis
10. British Journal of Haematology
11. International Journal of Laboratory Hematology
12. American Journal of Hematology
13. European Journal of Haematology
14. Journal of Thrombosis and Haemostasis
15. Current opinion in Haematology

Electronic Resources
1. Haematology Atlas http://allaboutblood.com/category/haematology-atlas/
2. Atlas of Hematology http://www.hematologyatlas.com/principalpage.htm
3. Blood Typing
http://www.nobelprize.org/educational/medicine/bloodtypinggame/index.html

72
 Course Description Form

Course Code MED3010

Course Title Principles of Molecular Diagnostics
Credit value 3
QF Level 5
QF Credit 14
Pre-requisite(s) MED3011 Human Genetics
Objectives This course enables the students to understand the molecular basis of diseases
and diagnostics tools available in the laboratory to assess for such diseases.
Course Intended Upon successful completion of this course, students should be able to:
Learning a. Identify the role and importance of molecular diagnostics such as real-time
Outcomes PCR, epidemiological genotyping, microfluidics, bio-imaging and
(CILOs) sequencing technologies;
b. Incorporate both in silico and lab based techniques as part of a combined
molecular diagnostics strategy;
c. Perform selected laboratory techniques, interpret results and prepare
reports.
CILOs in
Alignment with
CILOs

PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a)     
(b)       
(c)        
Course 1. Historical developments
Synopsis/ 2. A chronological view of the main developments and breakthroughs in the
Indicative field of molecular diagnostics including cell biology, DNA discovery,
Syllabus enzymes, bio-imaging, hybridization methods and PCR
3. Molecular tools and Instrumentation
4. Nucleic acid amplification and mutation detection
5. Genome sequencing and genotyping
6. Blotting analysis
7. Microarray
8. Bio-imaging
9. Protein Diagnostics
a) An overview of the enzymes, proteins and bio-markers within a cell
which can be used, engineered and exploited for molecular diagnostics
10. Molecular diagnostics in microbiology
11. A description of the main challenges facing society as a consequence of
developments in the field of molecular diagnostics such as stem cells, gene
therapy and DNA databases
Learning & Lecture
Teaching Lectures cover theoretical knowledge in preparation for students’ discussions
Methodology on how theories and techniques are applied in clinical settings.

Tutorials and Laboratory Sessions

Tutorials are used to supplement lectures. They include online activities, face to
face tutorials and the use of interactive multimedia. Online activities that allow

73
 students to recognize, remember and understand molecular techniques for
diagnosis, and thereby build confidence in their mastery of the subject. Other
activities and case studies help students systemically identify and diagnose the
healthy and abnormal conditions based on the molecular laboratory information
provided in case studies. Face-to-face tutorials further check students’
knowledge and understanding.

Seminar/Problem-based learning
Problem-based learning uses a well-designed real-life scenario to initiate
student’s active and independent learning of the subject matter and integrates the
theoretical input learnt from the course into clinical practice.

Assessment
Methods in Specific assessment % Intended course learning outcomes
Alignment with methods/tasks weighting to be assessed (Please tick as
Course Intended appropriate)
Learning a b c
Outcomes 1. Written Test(s) 20  
2. Laboratory 40  
Report(s)
3. Examination 40   
Total 100

Written Test(s)
Written test(s) are used to assess students’ learning on theoretical knowledge. It
allows them to reflect and identify areas for improvement in studying this
course.

Laboratory Report(s)
Based on the theoretical knowledge from lectures, students will learn practical
skills to obtain laboratory results. Lab reports are used to train the logical,
analytical and reporting skills on the laboratory results for further diagnosis.
This allows the students to identify and verify valid and invalid laboratory
results during laboratory sessions.

Examination
Examination will include multiple choice questions and short questions. The
examination will assess all the intended learning outcomes for the course and
will specifically check students’ understanding on the molecular basis of
diseases and diagnostics tools available in the laboratory to assess for such
diseases.
Student Study Class contact:
Effort Required  Lecture 24 Hrs
 Tutorial 3 Hrs
 Laboratory Sessions 20 Hrs
Assessment Hours:
 Examination 3 Hrs
Other student study effort:
 Self-reading 40 Hrs

74
  Preparation for laboratory report(s) 30 Hrs
and Seminar/Problem-based learning
 Preparation for written test(s) and 24 Hrs
examination
Total student study effort 144 Hrs
Reading List and Textbook(s)
References 1. Andreas Keller & Eckart Meese. (2015) Nucleic acids and Molecular
diagnostics. Wiley-VCH.
2. Buckingham, L. (2011) Molecular Diagnostics: Fundamentals,
Methods and Clinical Applications. 2nd ed. FA Davis, Philadelphia.

References
1. Thompson James. (2015) Thompson & Thompson genetics in medicine.
8th ed. Philadelphia, Elsevier.
2. Volker A. Erdmann, Stefan Jurga and Jan Barciszewski. (2015) RNA
and DNA diagnostics. Springer.
3. Jim Huggett & Justin O’Grady. (2014) Molecular Diagnostics: Current
research and applications. Caister Academic Press.
4. Harald H. Kessler. (2014) Molecular diagnostics of infectious diseases.
3rd ed. Berlin, Boston, De Gruyter.
5. Domenico Coppola. (2014) Molecular pathology and diagnostics of
cancer. Springer.
6. Firdos Alam Khan. (2014) Biotechnology in medical sciences. CRC
press.
7. Bernard R. Glick, Terry L. Delovitch & Cheryl L. Pattern. (2014)
Medical biotechnology. ASM press.

Journal(s)
1. Journal of Molecular Diagnostics
2. Clinical Chemistry
3. Journal of Clinical Laboratory Analysis
4. Journal of Pathology
5. Lancet

Useful website(s) for Molecular Diagnostics

1. Medline Plus: http://www.nlm.nih.gov/medlineplus/
2. The Hong Kong Medical Association:
http://www.hkma.org/english/pubmededu/hkmaedu.htm.
3. The Lancet: http://www.thelancet.com
4. Molecular Biology resources:
http://molbio.info.nih.gov/molbio/servers.html
5. Genome databases http://gdbwww.gdb.org
6. Common Molecular protocols http://dna1.chem.uoknor.edu/protocol-
book/protocol-index.html

75
 Course Description Form

Course Code MED3011

Course Title Human Genetics
Credit value 3
QF Level 5
QF Credit 13
Pre-requisite(s) Nil
Objectives Genetics is the study of heredity and genes of organisms. This course emphasis
on how the genetic characteristics of living organisms being inherited and how
mutations and selection interact with the environment. The process of gene
replication, expression and advance technology for research are included.
Course Intended Upon successful completion of this course, students should be able to:
Learning a. Explain and predict how genetic materials affect the phenotype of living
Outcomes creatures;
(CILOs) b. Illustrate the relationship between mutation, selection and environment in
the context of heredity diseases;
c. Select appropriate research methodology and technology in area of
genetics;
CILOs in
Alignment with
CILOs

PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a)  
(b) 
(c)  
Indicative 1) The molecular basis of heredity and variation
Syllabus  DNA: properties and structures of nucleic acid
 Genes and proteins: decoding the genetic information
 Mutation
2) Principle of genetic transmission
 The monohybrid crosses and segregation of two or more gene
 Mendelian inheritance and probability
3) Genes and chromosomes
 The stability of chromosome complement
 Mitosis and meiosis
 Genetic mapping
4) The molecular structure and replication of the genetic material
 The chemical composition of DNA
 DNA replication
 DNA synthesis
 The Polymerase chain reaction and determination of gene sequence
 Molecular biotechnology in clinical diagnosis
 Human gene therapy
5) Regulation of gene activity
 Alteration of DNA
 Transcriptional regulation in eukaryotes
6) The genetics of bacteria and virus
 The genetic organization of Bacteria and Viruses

76
  Bacteria mutation and transformation
7) Genetic engineering and gene analysis
 Restriction enzymes and vectors
 Cloning strategies
 Applications of genetic engineering
8) Advance techniques and instrumentation for genetics
Teaching & Lecture
Learning Lectures cover theoretical knowledge in preparation for students’ discussions
Methodology on how theories and techniques are applied in clinical settings.

Tutorials
Tutorials are used to supplement lectures. They include online activities, face to
face tutorials and the use of interactive multimedia. Online activities that allow
students to recognize, remember and understand molecular techniques for
diagnosis, and thereby build confidence in their mastery of the subject. Other
activities and case studies help students systemically identify and diagnose the
healthy and abnormal conditions based on the molecular laboratory information
provided in case studies. Face-to-face tutorials further check students’
knowledge and understanding.

Assessment
Methods in Specific % Intended subject learning outcomes to
Alignment with assessment weighting be assessed (Please tick as
Intended methods/tasks appropriate)
Learning a b c
Outcomes 1. Written 20  
Test(s)
2. Project 40  
3. Examination 40   
Total 100

Written Test(s)
Written test(s) are used to assess students’ learning on theoretical knowledge. It
allows them to reflect and identify areas for improvement in studying this
course.

Project
Project evaluates student’s learning by tackling relevant problems. It guides
students towards self-directed learning behavior to search for information and
knowledge on answers to a proposed assumption.

Examination
Examination will include multiple choice questions and short questions. The
examination will assess all the intended learning outcomes for the course and
will specifically check students’ understanding on the molecular basis of
diseases and diagnostics tools available in the laboratory to assess for such
diseases.
Student Study Class contact:
Effort Required  Lecture 36 Hrs
 Tutorial 6 Hrs

77
 Assessment Hours:
 Examination 3 Hrs
Other student study effort:
 Self-reading 36 Hrs
 Preparation for project 24 Hrs
 Preparation for written test(s) and 24 Hrs
examination
Total student study effort 129 Hrs
Reading List and Textbook(s)
References 1. Robert Brooker. (2014) Brooker Genetics: Analysis and Principles. 5th
ed. McGraw-Hill.
References
1. Brooker BJ. (2015) Concepts of Genetics. 2nd ed. McGrawHill.
2. William S. Klug (2014) Concepts of genetics. 11th ed. Upper Saddle
River, NJ: Pearson/Prentice Hall.
3. Sanders Mark Frederick and Bowman John L. (2014) Genetic analysis:
an integrated approach. 2nd ed. Benjamin Cummings.
4. Daniel L. Hartl, Elizabeth W. Jones (2014) Genetics: principles and
analysis, 5th ed. McGraw-Hill.
5. William S. Klug (2013) Essentials of genetics. 8th ed. Pearson/Prentice
Hall.
6. Krebs Jocelyn E. (2012) Lewin’s essential genes. 3rd ed. Jones and
Barlett.
7. Lewin Benjamin, Krebs Jocelyn E, Goldstein Elliott S, Kilpatrick
Stephen T. (2012) Lewin’s genes XI. 11th ed. Jones and Bartlett.

Useful website(s) for Molecular Diagnostics

1. Pubmed: http://www.pubmed.com
2. Genome databases http://gdbwww.gdb.org
3. Common Molecular protocols http://dna1.chem.uoknor.edu/protocol-
book/protocol-index .html

78
 Course Description Form

Course Code MED3035

Course Title Clinical Immunology
Credit value 3
QF Level 5
QF Credit 13
Pre-requisite(s) Nil
Objectives This course provides students with an in-depth understanding of the
fundamental principles of clinical immunology. Emphasis will be placed on the
clinical and applied aspects of the subject.
Course Intended Upon successful completion of this course, students should be able to:
Learning a. Understand immunology from clinical aspects
Outcomes b. Gain perspective of clinical immunology from case histories
(CILOs) c. Discuss the application of molecular diagnostic methodologies and tools in
the clinical laboratory.
d. Competently understand and critically analyze new literature in clinical
immunology
CILOs in
Alignment with
CILOs

PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a)    
(b)    
(c)    
(d)    
Course Synopsis/ 1. Structure & function of Immunology
Indicative 2. Infection
Syllabus 3. Anaphylaxis and Allergy
4. Ontogeny and phylogeny
5. Autoimmunity
6. Systemic Immune Disease
7. Organ-specific immune disorders
8. Transplantation
9. Treatment of immunological diseases
10. Immuno-diagnostics
11. Principle of Serology
Learning & Lecture
Teaching Lectures cover theoretical knowledge in preparation for students’ discussions on
Methodology how theories and techniques are applied in clinical immunology.

Tutorial / Laboratory sessions

Tutorials are used to supplement lectures. They include laboratory sessions, face
to face tutorials, seminars and the use of interactive multimedia. Online activities
and discussions allow students to recognize and understand laboratory techniques
in clinical immunology, and thereby build confidence in their mastery of the
subject. Other activities and case studies help students understand different
immunological diseases based on the laboratory information provided in case
studies. Face-to-face tutorials further check students’ knowledge and

79
 understanding.

Assessment Specific assessment % Intended course learning outcomes to

Methods in methods/tasks weighting be assessed (Please tick as appropriate)
Alignment with
Course Intended a b c d
Learning 1. Written Assignment(s) 20   
Outcomes 2. Lab report(s) 10   
3. Written Test(s) 30   
4. Examination 40    
Total 100

Written Assignment(s)
Both written assignment(s) are used to assess student’ learning on theoretical
knowledge. It allows them to reflect and identify areas for improvement in
studying this course.

Laboratory Report(s)
Based on the theoretical knowledge from lectures, students will learn practical
skills to obtain laboratory results. Lab reports are used to train the logical,
analytical and reporting skills on the laboratory results for further diagnosis. This
allows the students to identify and verify valid and invalid laboratory results
during laboratory sessions.

Written Test(s)
Written test(s) are used to assess students’ learning on theoretical knowledge. It
allows them to reflect and identify areas for improvement in studying this course.

Examination
Examination will include multiple choice questions and short questions. The
examination will assess all the intended learning outcomes.
Student Study Class contact:
Effort Required  Lecture 22 Hrs
 Tutorials 11 Hrs
 Laboratory sessions 9 Hrs
Assessment Hours:
 Examination 3 Hrs
Other student study effort:
 Self-reading 36 Hrs
 Preparation for written assignment(s) 24 Hrs
and written test(s)
 Preparation for final examination 24 Hrs
Total student study effort 129 Hrs
Reading List and Textbook(s)
References Chapel, H, Haeney, M, Misbah, S, and Snowden, N. (2014) Essentials of
Clinical Immunology. (6th ed.). Wiley-Blackwell.

4. Reference(s)
Delves, PJ, Martin, SJ, Burton, DR, and Roitt, IM. (2011) Roitt’s Essential
Immunology. (12th ed.). Wiley-Blackwell.
80
Journal(s)
1. Journal of Immunology
2. Journal of Clinical Immunology
3. Journal of Allergy & Clinical Immunology

Useful website(s) for Clinical Immunology

1. Catalog of biomedical resources (http://databases.biomedcentral.com)
2. Harvard Dept. of Molecular & Cellular Biology
(http://mcb.harvard.edu/BioLinks.html)
3. Free version of Medline (http://www.ncbi.nlm.nih.gov/)

81
 Course Description Form

Course Code MED4101

Course Title Honours Year Project in Medical Laboratory Science
Credit Value 6
QF Level 5
QF Credit 59
Pre-requisite(s) Nil
Objectives This course is the culminating event for all the courses and contents that a student
has studied in the Programme. Students are asked to integrate and consolidate
their learning from previous courses to demonstrate their understanding and to
synthesize knowledge in their chosen areas. Students are expected to conduct a
laboratory-based project and submit a comprehensive report for their projects,
programmes or research.
Course Upon completion of the course, students should be able to:
Intended a. demonstrate the ability to integrate and consolidate theories and skills
Learning learned in Medical Laboratory Science;
Outcomes b. develop a comprehensive plan or proposal worthy of implementation;
(CILOs) c. conduct a high level laboratory-based research/project which can be
developmental or research based;
d. make reasonable recommendations and implementation suggestion based
on their analyses and conclusions.
CILOs in
Alignment with
CILOs

PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a)    
(b)  
(c)   
(d)     
Course There will be no specified text for this course.
Synopsis/ Students will be expected to work under the supervision of academic staff of the
Indicative Department. Students will be required to submit progress reports, participate in
Syllabus seminars and present their laboratory project results in oral and written formats.
Learning & Seminar
Teaching Seminars allow students to share the knowledge and experience in conducting
Methodology project /research through oral presentations and group discussion.

Laboratory Work
Laboratory work is to facilitate students with experimental planning, time
management, independent learning, problem-solving, data analyzing and
evaluating, and communication skills.

82
Assessment
Methods in Specific assessment % Intended course learning
Alignment with methods/tasks weighting outcomes to be assessed
Course (Please tick as appropriate)
Intended a b c d
Learning 1. Presentation(s) 30%  
Outcomes 2. Laboratory Work 30%    
3. Written assignment(s)
40%    
(Individual report)
Total 100 %

Presentation(s)
Poster presentations are used to assess students’ comprehensive plan and monitor
their progress. It is also used to evaluate students’ presentation skills and
language ability.

Laboratory Work
Students are required to plan and perform the laboratory work based on the
proposal. They need to carry out experiments to address specific objectives or
research questions.

Written Assignment(s)
Students will be asked to submit a proposal and final report discussing the
approaches and tools, and analyzing the findings of the research project.

Student Study  Meeting with Supervisor/seminars 30 Hrs.

Effort Required
 Laboratory Work (12 hrs/week x 14 weeks) 168 Hrs
Other student study effort:
 Self-reading 198 Hrs.
 Preparation of oral presentation(s) and written
198 Hrs.
assignment(s)
Total student study effort 594 Hrs.
Reading List Students are expected to read widely from literature focusing on the area of the
and References project/research.

83
 Course Description Form

Course Code MED4002

Course Title Virology
Credit value 3
QF Level 5
QF Credit 13
Pre-requisite(s) Nil
Objectives This course enables students to develop the fundamental knowledge of virology
and the diagnostic methods for viral infections.
Course Upon successful completion of this course, students should be able to:
Intended a. understand the mechanism of viral replication and different types of viruses.
Learning b. identify the types of viruses, signs and symptoms in different viral
Outcomes infections.
(CILOs) c. competently understand the safety precautions in virology and treatments
for viral infections.
d. discuss the application of molecular diagnostic methodologies and tools in
virology.
CILOs in
Alignment with
CILOs

PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a)     
(b)     
(c)     
(d)     
Course 1. General properties of viruses
Synopsis/ 2. Viral replication and genetics
Indicative 3. Bacteriophages
Syllabus 4. DNA viruses
5. RNA viruses
6. How viruses cause disease
7. Viral infections
8. Viruses and cancer in humans
9. The laboratory diagnosis of viral infections
10. Control of viral diseases by immunization
11. Antiviral chemotherapy
12. Safety precautions: codes of practice, disinfection, and sterilization
Learning & Lecture
Teaching Lectures cover theoretical knowledge in preparation for students’ discussions on
Methodology theories and techniques are applied in virology.

Tutorials and Laboratory Sessions

Tutorials are used to supplement lectures. They include online activities, face to
face tutorials and the use of interactive multimedia. Online activities that allow
students to recognize, remember and understand laboratory techniques, and
thereby build confidence in their mastery of the subject. Other activities and case
studies help students identify the microorganism infections based on the

84
 laboratory information provided in case studies. Face-to-face tutorials and
laboratory sessions further check students’ knowledge and understanding.

Assessment
Methods in Specific assessment % weighting Intended course learning
Alignment with methods/tasks outcomes to be assessed (Please
Course tick as appropriate)
Intended a b c d
Learning 1. Written Assignment(s) 30   
Outcomes 2. Written Test(s) 30    
3. Examination 40    
Total 100

Written Assignment(s)
Written assignment(s) are used to assess student’ learning on theoretical
knowledge. It allows them to reflect and identify areas for improvement in
studying this course.

Written Test(s)
Written test(s) are used to assess students’ learning on theoretical knowledge. It
allows them to reflect and identify areas for improvement in studying this course.

Examination
Examination will include multiple choice questions and short questions. The
examination will assess all the intended learning outcomes for the course and will
specifically check students’ understanding on the integration of assessment in
viral infections.

Student Study Class contact:

Effort  Lecture 24 Hrs
Required  Tutorials 14 Hrs
 Laboratory Session 4 Hrs
Assessment Hours:
 Examination 3 Hrs
Other student study effort:
 Self-reading and seminars 36 Hrs
 Preparation for written assignment(s) 24 Hrs
 Preparation for written test(s) and 24 Hrs
examination
Total student study effort 129 Hrs
Reading List Textbook(s)
and References 1. Collier, LH, Kellam, P, and Oxford, J. (2011) Human virology (with
case stories by Langdon B and Oxford J. (4th ed.). Oxford; New York :
Oxford University Press.
2. Norkin, LC. (2010) Virology: molecular biology and pathogenesis.
Washington, DC: ASM Press.

3. Reference(s)

85
1. Stephenson, JR, and Warnes, A. (2011) Diagnostic virology protocols.
(2nd ed.). New York, N.Y.: Humana Press.
2. Stockley, PG, and Twarock, R. (2010) Emerging topics in physical
virology. London: Imperial College Press; Singapore; Hackensack, NJ.
World Scientific Pub.
3. Flint, SJ, et al. (2009) Principles of virology. (3rd ed.). Washington, DC:
ASM Press.
4. Richman, DD, Whitley, RJ, and Hayden, FG. (2010) Clinical virology.
(3rd ed.). Washington, DC: ASM Press.
5. Acheson, NH, and Hoboken, NJ. (2011) Fundamentals of molecular
virology. Wiley.
6. Carter, JB, and Saunders, VA. (2008) Virology: principles and
applications. Chichester; Hoboken, N.J.: Wiley.

Journal(s)
1. Current Opinion in Virology
2. Journal of Virology
3. Virology Journal

86
 Course Description Form

Course Code MED4005

Course Title Clinical Laboratory Cellular Pathology
Credit value 6
QF Level 5
QF Credit 39
Pre-requisite(s)Nil
Objectives This course provides student’s knowledge of the discipline of Anatomical and
Cellular Pathology and the technologies in use. Topics include normal
histology, methodologies for tissue processing, and identify pathological
conditions of tissues are considered.
Course Intended Upon successful completion of this course, students should be able to:
Learning a. Distinguish normal and abnormal cell;
Outcomes b. Identify signs and symptoms of disease process and differentiate different
(CILOs) pathological conditions associate with cell injury;
c. Execute tissue processing and staining procedures for different cells and
tissues;
d. Employ appropriate diagnostic techniques to identify pathological
conditions.
CILOs in
Alignment with
CILOs

PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a)   
(b)      
(c)      
(d)      
Course 1. Laboratory safety, management and quality assurance
Synopsis/ 2. Light microscopy
Indicative 3. The cell and basic tissue types
Syllabus 4. Organ systems
5. The study of tissues and their diseases
6. Fixation and fixatives
7. Decalcification
8. Tissue processing
9. Embedding
10. Microtomy (paraffin and frozen)
11. Staining theories
12. General tissue structures and their demonstrations
a) Connective tissues
b) Carbohydrates
c) Pigments and minerals
d) Amyloid and Bones
e) Nuclei Acids
f) Micro-organisms
13. Immunological techniques (IHC, IF)
14. Molecular pathology (ISH, FISH, PCR etc.)
15. Cytology

87
 a) Exfoliative Cytology (Gyn. & Non-gyn.)
b) Fine Needle Aspiration Cytology
c) Specimen preparation, routine staining and tests in Cytology
Laboratory
d) Basic knowledge in cytopathology
16. Laboratory updates
Learning & Lecture
Teaching Lectures cover theoretical knowledge in preparation for students’ applications
Methodology of theories and techniques are applied in clinical laboratory.

Tutorial
Tutorials are used to supplement lectures. They include online activities, face to
face tutorials and the use of interactive multimedia. Online activities include
exercises that help students to recognize, understand and memorize cellular
structures of different tissues and their corresponding staining techniques for
demonstration. These help students’ building confidence in their mastery of the
subject. Face-to-face tutorials further ensure students’ progress in knowledge
and understanding.

Laboratory sessions
After the lectures, students will have their hands-on practice in laboratory and
microscopy investigations to consolidate the basic laboratory techniques and
integrate with knowledge acquired in Cellular Pathology.

Assessment
Methods in Specific assessment % Intended course learning outcomes to be
Alignment with methods/tasks weighting assessed (Please tick as appropriate)
Course Intended a b c d
Learning 1. Written test(s) 20   
Outcomes 2. Laboratory 40    
Report(s)
3. Written 20   
Examination
4. Practical 20    
Examination
Total 100

Written test(s)
Students are required to answer structural questions on evaluation of the
concepts taught.

Laboratory Reports
Practical reports are used to evaluate students’ performance in conducting
experiments.

Examinations
Written examination will include multiple choice questions, short questions;
essay-type questions and case studies. The examination will assess all the
intended learning outcomes for the course and will specifically check students’
understanding on the integration of theoretical and practical techniques in the

88
 diagnosis of normal and abnormal morphological and pathological changes.
Practical examination will specifically check students’ practical techniques.

Practical Examination
Examination will include problem-based question and spot tests. The
examination will assess laboratory skills, problem solving and analytical skills.
This allows the students to identify and verify valid and invalid laboratory
results during real life situation.
Student Study Class contact:
Effort Required  Lecture 48 Hrs
 Tutorial 12 Hrs
 Laboratory sessions 68 Hrs
Assessment Hours:
 Examination 9 Hrs
Other student study effort:
 Self-reading and preparation of 104 Hrs
written assignment(s)
 Preparation for 104 Hrs
Seminar/Problem-based
learning and laboratory
report(s)
 Preparation for written test(s) 48 Hrs
and examination
Total student study effort 393 Hrs
Reading List Textbook(s)
and References 1. S. Kim Suvarna, Christopher Layton and John D. Bancroft. (2013)
Bancroft’s Theory and Practice of Histological Techniques. 7th ed.
Churchill Livingstone. Elsevier.
2. Young Barbara, O’Dowd Geraldine, Woodford Phillip. (2013) Wheater's
Functional Histology: A Text and Colour Atlas. 6th ed. Churchill
Livingstone.
3. Orchard Guy and Nation Brian. (2011) Histopathology. Oxford
University Press.

References
1. Abraham L. Kierszenbaum, Laura L. Tres.
Kierszenbaum. (2015) Histology and cell biology: an introduction to
pathology. 4th ed. Philadelphia, PA: Elsevier Saunders.
2. Cook, DJ. (2014) Cellular pathology: introduction to techniques and
applications. 3rd ed. Bloxham: Scion.
3. Victor P. Eroschenko. (2013) diFiore’s Atlas of Histology with functional
correlations. 12th ed. LWW.
4. Stacey E. Mills. (2012) Histology for pathologists. 4th ed. Philadelphia:
Lippincott Williams & Wilkins.
5. Behdad Shambayati. (2011) Cytopathology. Oxford: Oxford University
Press.
6. Mary Hannon-Fletcher and Perry Maxwell. (2009) Advanced techniques
in diagnostic cellular pathology. Hoboken, NJ: Wiley-Blackwell.
7. Barry S. Mitchell and Sandra Peel. (2009) Histology: an illustrated colour
text. Edinburgh; New York: Churchill Livingstone.

89
8. Ritu Nayar and David Wilbur. (2015) The Bethesda System for Reporting
Cervical Cytology: Definitions, Criteria, and Explanatory Notes. (3rd
ed.). Switzerland: Springer International Publishing
9. Peter Spieler and Matthias Rössle. (2012) Nongynecologic
Cytopathology: A Practical Guide. (1st ed.) Springer-Verlag Berlin
Heidelberg

90
 Course Description Form

Course Code MED4006

Course Title Clinical Laboratory Medical Microbiology
Credit value 6
QF Level 5
QF Credit 35
Pre-requisite(s) Nil
Objectives This course provides insights and understanding of both theoretical and practical
aspects of Medical Microbiology especially for students taking Medical
Laboratory Science. By integrating lectures, laboratory work, visual aids, case
histories, and group discussions, the student will learn the concepts of
microbiology and the application of microbiological techniques for research and
diagnosis.
Course Upon successful completion of the course, students should be able to:
Intended a. understand the disease causing pathogens, their clinical presentation,
Learning pathogenesis, modes of transmission, laboratory diagnosis, antibiotic
Outcomes susceptibility testing, prevention and control;
(CILOs) b. prepare proper microbiological specimens for analysis;
c. apply clinical techniques in diagnosis, treatment, and epidemiology of
infectious diseases;
d. develop professionalism by participating in relevant professional societies’
activities and develop skills for continuous life-long learning and
development.
CILOs in
Alignment with
CILOs

PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a)       
(b)        
(c)        
(d)    
Course 1. Structure and classification of bacteria
Synopsis/ 2. Innate immunity and normal flora
Indicative 3. Pathogenicity and pathogenesis of infectious disease
Syllabus 4. Gram-positive and Gram-negative bacteria
5. Aerobes and Anaerobes
6. Procedures for sample collection, transport and processing
7. Aseptic techniques, preparation of culture media and Identification tests
8. Susceptibility testing and antibiotic assay
9. Investigation of urine, wound, feces, skin, tissue and genital samples with
microbial infections
10. Yeast infections, respiratory tract, genital tract, central nervous system, GI
Infections & Food Poisoning.
11. Septicemia and Blood culture
12. Examination of cerebrospinal fluid and fluids from sterile sites
13. Infections in immunocompromised patients
14. Clinical mycology
15. Serologic Diagnosis of Infectious Disease

91
 16. Infection prevention and control
17. Laboratory investigations of viral infections
18. Antimicrobial agents and antibiotic resistance development
19. Clinical Parasitology
20. Bioterrorism

Learning & Lecture

Teaching Lectures cover theoretical knowledge in preparation for students’ discussions on
Methodology how theories and techniques are applied in clinical microbiology laboratories.

Tutorials and Laboratory Sessions

Tutorials are used to supplement lectures. They include online activities, face to
face tutorials and the use of interactive multimedia. Online activities that allow
students to recognize, remember and understand laboratory techniques, and
thereby build confidence in their mastery of the subject. Other activities and case
studies help students identify the microorganism infections based on the
laboratory information provided in case studies. Face-to-face tutorials and
laboratory sessions further check students’ knowledge and understanding.

Seminar/Problem-based learning
Problem-based learning uses a well-designed problem-based scenario to initiate
student’s active and independent learning of the subject matter and integrates the
theoretical input learnt from the course into clinical practice.

Assessment
Methods in Specific assessment % Intended course learning outcomes to be
Alignment with methods/tasks weighting assessed (Please tick as appropriate)
Course
Intended a b c d
Learning 1. Written Test(s) 30  
Outcomes 2. Laboratory 30    
Report(s)
3. Written 20    
Examination
4. Practical 20    
Examination
Total 100

Written Test(s)
Written Test(s) are used to assess students’ learning on theoretical knowledge. It
allows them to reflect and identify areas for improvement in studying this course.

Laboratory Report(s)
Based on the theoretical knowledge from lectures, students will learn practical
skills to obtain laboratory results. Lab reports are used to train the logical,
analytical and reporting skills on the laboratory results for further diagnosis. This
allows the students to identify and verify valid and invalid laboratory results
during laboratory sessions.

Written Examination

92
 Examination will include multiple choice questions, short questions; essay-type
questions and case studies. The examination will assess all the intended learning
outcomes for the course and will specifically check students’ understanding on
the integration of theoretical and practical techniques in the diagnosis of
microbial infections.

Practical Examination
Examination will include problem-based question and spot tests. The
examination will assess laboratory skills, problem solving and analytical skills.
This allows the students to identify and verify valid and invalid laboratory results
in real life situation.

Student Study Class contact:

Effort  Lecture 52 Hrs
Required  Laboratory sessions 56 Hrs
 Tutorial 7 Hrs
Assessment Hours:
 Examination 6 Hrs
Other student study effort:
 Self-reading 91 Hrs
 Preparation for 91 Hrs
Seminar/Problem-based
learning and laboratory
report(s)
 Preparation for written 48 Hrs
test(s) and examination
Total student study effort 351 Hrs
Reading List Textbook(s)
and References 1. Kiser, KM, Payne, WC, and Taff, TA. (2011) Clinical laboratory
microbiology: a practical approach. Boston: Pearson.
2. Gillespie, SH, and Bamford, KB. (2012) Medical microbiology and
infection at a glance. (4rd ed.). Malden, Mass; Oxford: Blackwell Pub.
3. Ford, M. (2010) Medical microbiology. (1st ed.). Oxford: Oxford University
Press.
4. Kiser, KM, Payne, WC, and Taff, TA. (2011) Clinical laboratory
microbiology: a practical approach. Boston: Pearson.

5. References
1. Forbes, BA, Sahm, DF, and Weissfeld, AS. (2013) Bailey & Scott's
diagnostic microbiology. (13th ed.). St. Louis: Mosby Elsevier.
2. Wilkinson, M. (2011) Medical microbiology. (1st ed.). Banbury [England]:
Scion Pub.
3. Mahon, CR, Lehman, DC, and Manuselis, G. (2011) Textbook of
diagnostic microbiology. (4th ed.). Maryland Heights, Mo.:
Saunders/Elsevier.
4. Ryan, KJ, and Ray CG. (2010) Sherris medical microbiology. (5th ed.).
New York: McGraw Hill Medical.
5. Carey, RB, Schuster, MG, and McGowan, JL. (2008) Medical
microbiology for the new curriculum: a case-based approach. Hoboken,
NJ. : J. Wiley & Sons.

93
6. Greenwood, D, et.al. (2007) Medical microbiology: a guide to microbial
infections: pathogenesis, immunity, laboratory diagnosis and control. (17th
ed.). Edinburgh: Churchill Livingstone/Elsevier.
7. Goldman, E, and Green, LH. (2009) Practical handbook of microbiology.
(2nd ed.). Boca Raton: CRC Press.
8. Norrell, SA, and Messley, KE. (2003) Microbiology laboratory manual:
principles and applications. (2nd ed.). Upper Saddle River, N.J. : Prentice-
Hall.

Journal(s)
1. Microbiology
2. Applied Microbiology
3. Anaerobes
4. PLoS Pathogens
5. Current Opinions in Virology
6. Journal of Clinical Microbiology

94
 Course Description Form

Subject Code MED4019

Subject Title Molecular Diagnosis of Human Diseases
Credit value 3
QF Level 5
QF Credit 13
Pre-requisite(s) Nil
Objectives This subject will enable the students to understand the molecular basis of
diseases.
Course Upon successful completion of this course, students will be able to:
Intended a. Define the molecular basis of diseases taught;
Learning b. Select appropriate tools for molecular diagnostics;
Outcomes c. Understand the potential treatments to disease taught.
(CILOs)
CILOs in
Alignment with
CILOs

PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a)  
(b)  
(c) 
Course 1. Genetic Disorders
Synopsis/ 2. Haematological disorders
Indicative 3. Renal Disorders
Syllabus 4. Liver Disorders
5. Endocrine Disorders
6. Cardiovascular Disorders
7. Gastrointestinal Disorders
8. Metabolic Disorders
9. Neuromuscular Disorders
10. Oncology
11. Infectious Disease

Learning & Lecture

Teaching Lectures cover theoretical knowledge in preparation for students’ discussions on
Methodology how theories and techniques are applied in clinical settings.

Tutorials
Tutorials are used to supplement lectures. They include online activities, face to
face tutorials and the use of interactive multimedia. Online activities that allow
students to recognize, remember and understand molecular techniques for
diagnosis, and thereby build confidence in their mastery of the subject. Other
activities and case studies help students systemically identify and diagnose the
healthy and abnormal conditions based on the molecular laboratory information
provided in case studies. Face-to-face tutorials further check students’ knowledge
and understanding.

95
Assessment
Methods in Specific assessment % Intended subject learning outcomes to
Alignment with methods/tasks weighting be assessed (Please tick as appropriate)
Course a b c
Intended 1. Written Test(s) 20   
Learning 2. Written assignment(s) 40   
Outcomes 3. Examination 40   
Total 100

Written Test(s) and written assignment(s)

Written test(s) and written assignment(s) are used to assess students’ learning on
theoretical knowledge. It allows them to reflect and identify areas for
improvement in studying this course.

Examination
Examination will include multiple choice questions and short questions. The
examination will assess all the intended learning outcomes for the course and
will specifically check students’ understanding on the molecular basis of diseases
and diagnostics tools available in the laboratory to assess for such diseases.

Student Study Class contact:

Effort Required  Lecture 28 Hrs
 Tutorial 14 Hrs
Assessment Hours
 Examination 3 Hrs
Other student study effort:
 Self-reading 36 Hrs
 Preparation for laboratory report(s) and 24 Hrs
Seminar/Problem-based learning
 Preparation for written test(s) and examination 24 Hrs
Total student study effort 129 Hrs
Reading List References
and References a. Laposata, M. (2014) Laboratory Medicine: The Diagnosis of Disease in the
Clinical Laboratory. 2nd ed. Lange, McGraw Hill.
b. Buckingham, L. (2012) Molecular Diagnostics: Fundamentals, Methods
and Clinical Applications. 2nd ed. F.A. Davis.
c. McPherson, RA, Pincus, MR. (2011) Henry's clinical diagnosis and
management by laboratory methods. 22nd ed. Philadelphia, Pa :
Elsevier/Saunders.
d. Coleman, WB, Tsongalis, GJ. (2009) Molecular Diagnostics: The
molecular Basis of Human Disease. Academic Press.
e. Hiyama, E, Hiyama K. (2009) Clinical Application of Molecular Diagnosis
-Cancer, Radiation Effects, and Human Diseases. Transworld Research
Network.
f. Burtis, CA, Ashwood ER and Bruns DE. (2013) Tietz Textbook of Clinical
Chemistry and Molecular Diagnostics. 5th ed. Saunders
g. Coleman, WB, Tsongalis, GJ. (2005) Molecular Diagnostics: For the
clinical laboratorian.(2nd ed. Humana Press.
h. Elles, R. (2003) Molecular Diagnosis of Genetic Diseases (Methods in
Molecular Medicine). 2nd ed. Humana Press.

96
Journal(s)
1. Journal of Molecular Diagnostics
2. Clinical Chemistry
3. Journal of Clinical Laboratory Analysis
4. Journal of Pathology
5. Lancet

Useful website(s) for Molecular Diagnostics

1. Medline Plus: http://www.nlm.nih.gov/medlineplus/
2. The Hong Kong Medical Association:
http://www.hkma.org/english/pubmededu/hkmaedu.htm.
3. The Lancet: http://www.thelancet.com
4. Molecular Biology resources:
http://molbio.info.nih.gov/molbio/servers.html
5. Genome databases http://gdbwww.gdb.org
6. Common Molecular protocols http://dna1.chem.uoknor.edu/protocol-
book/protocol-index.html

97
 Course Description Form

Course Code NUR2028

Course Title Psychosocial Dimension of Health and Illness
Credit Value 3
QF Level 5
QF Credit 14
Pre-requisite(s) Nil
Objectives This course aims to provide students with knowledge on current psychological
and social dimensions of health and illness in both Eastern and Western
perspectives. It also explores the inter-relationships between people’s health
behaviours, races and cultures. This course also requires students to critically
appraise their own psychosocial dimension of health and illness through
discussions.
Course Intended Upon completion of the course, students should be able to:
Learning a. articulate different dimensions of health and illness in diverse cultures and
Outcomes changing environment;
(CILOs) b. explain the inter-relationships between people’s health behaviours and their
concepts of health and illness;
c. interpret the global health status of people in terms of the dynamic nature of
people’s psychosocial dimensions on health and their corresponding health
behaviours;
d. discuss health promotion and motivational strategies to specific client
groups according to the psychosocial views on their health needs.
CILOs in
Alignment with
CILOs

PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a) 
(b) 
(c)  
(d) 
Course Synopsis/ Indicative Syllabus
Indicative 1. Introduction to psychology of health
Syllabus 2. Introduction to learning theories
3. Psychological development and maturation
4. Perception, motivation, emotions and personality
5. Basic concepts of psychosocial needs and potentialities of people throughout
the life span
6. Knowledge of self, environment, stress and coping strategies and adaptation
to change
7. The socio-economical, political and cultural impact on health beliefs and
illness behaviours
8. Gender and sex-typing
9. Sick role: individuals and families
10. Psychosocial views on health promotion and motivational strategies to
specific groups

98
Learning & Lecture
Teaching Lectures are used for delivery of the theoretical knowledge. Students are given
Methodology pre-reading materials before lectures.

Tutorial
Tutorial is organized to clarify concepts learned and discuss pertinent issues
arising from their learning in the course. Students are required to work in small
groups to critically analyze a selected topic.

Seminar
Seminars offer a discussion platform for students to articulate their learning and
understanding of the theoretical input. During seminar presentation, students
can integrate and consolidate their learning via dynamic debates and
discussions.
Assessment
Methods in Specific assessment % Course intended learning
Alignment with methods/tasks weighting outcomes to be assessed (Please
Course Intended tick as appropriate)
Learning a b c d
Outcomes 1. Written Test 70    
2. Group presentation 30    
Total 100

Written Test
Quiz reflects students’ ability to present their understanding on the theoretical
content delivered in lectures with integration of other relevant learning materials
available. Appropriate use and critique of information are assessed.

Group Presentation
Group presentation reflects students’ ability in organizing digested learning
materials with specific applications on selected topics of interest. Assimilation
of learning can also be assessed by their evidence of incorporating comments
and new knowledge from presentation sessions, especially on understanding
clients’ psychosocial adjustment to illness and other relevant issues.

Student Study Class contact:

Effort Required
 Lecture 31 Hrs.
 Tutorial / seminar 14 Hrs.
Other student study effort:
 Pre-reading 35 Hrs.
 Preparation for tutorial 20 Hrs
 Preparation of presentation/assignment 35 Hrs.
Total student study effort 135 Hrs.
Reading List and Textbook
References

99
1. Drench, M. E., Noonan, A. C., Sharby, N., & Ventura, S. H. (2012).
Psychosocial aspects of health care (3rd ed.). New Jersey: Pearson.

References
1. Lam, C. S., Zinke, J. & Garcia, C. (2006). Psychosocial aspects of
disability. Chinese Journal of Rehabilitation Theory and Practice, 12(9):
R4.
2. Lederman, R. P. (2009). Psychosocial adaptation to pregnancy: Seven
dimensions of maternal role development (3rd ed.). London: Springer.
3. Marini, I. & Stebnicki, M. (2012). The psychological and social impact of
illness and disability (Springer Series on Rehabilitation) (6th ed.). New
York: Springer Publishing Company.
4. Morrall, P. (2009). Sociology and health: Introduction. (2nd ed.).
[Electronic resource]. Taylor & Francis Routledge.
5. Ragin, D. F. (2015). Health Psychology: An interdisciplinary approach to
health (2nd ed.). Boston: Prentice Hall.
6. Rollnick, S., Miller, W.R., & Butler, C. (2008). Motivational interviewing
in health care: Helping patients changing behavior. New York: The
Guilford Press.
7. Snooks, M. K. (2009). Health psychology: Biological, psychological, and
sociocultural perspectives. Sudbury: Jones and Bartlett.
8. White, K. (2009). An introduction to the sociology of health and illness
(2nd ed.). London: SAGE Publication.
9. 陳端容 (2006). 工作組織社會心理特質與自評健康：比較 DC 與 ERI
工作壓力模式對醫師族群之適用性 臺灣公共衛生雜誌 25 卷 2 期: 93 -
106 頁.

Journals
1. Critical Public Health
2. Dynamic Psychology
3. Health Psychology
4. International Journal of Psychosocial Rehabilitation
5. Journal of Health Psychology
6. Journal of Psychosocial Nursing and Mental Health Services
7. Journal of Psychosocial Oncology
8. Psychosomatic Medicine
9. Psychophysiology
10. Public Administration and Management
11. Sociology of Health and Illness

100
 Course Description Form

Course Code OCC2003

Course Title Ageing and Diseases
Credit Value 3
QF Level 5
QF Credit 13
Pre-requisite Nil
Objectives This course provides an overview of ageing population, ageing process, theories
of aging, and common health conditions or diseases of older people and their
implications. The concept of successful aging and strategies for preventive
health and health restoration will be highlighted.
Course Intended Upon completion of the course, students should be able to:
Learning a. Understand global and local trends of ageing population and the implications.
Outcomes (CILOs) b. Understand the process of ageing and its implications on function,
participation and health.
c. Describe the main health issues in ageing, including common diseases and
management.
d. Understand the inter-relationship between risk factors for health and age-
related illness.
e. Recognize the preventive and restorative health strategies for older people.
CILOs in
Alignment with PILOs
CILOs

PILOs
1 2 3 4 5 6 7 8

(a)  
(b)   
(c) 
(d)   
(e)    
Course Synopsis/ 1. Global and local trends of ageing population
Indicative Syllabus 2. Process of ageing
3. Biological theories of ageing
4. Common conditions and related issues in older people
5. Disability and function
6. Healthy lifestyle and successful ageing
7. Health promotion, preventive and restorative health strategies for older
people.
Learning & Lecture
Teaching The course content will be delivered generally by lectures. The pre-assigned
Methodology materials are expected to read before the class in order to achieve the intended
learning outcomes.

Tutorial and Seminar

Students have chances to clarify confusion from the lectures and/or have
elaboration on certain points. Seminars are used to facilitate student’s self-
learning. Peer learning will be facilitated through presentations with selected
topics.

101
Assessment
Methods in Specific assessment % weighting CILOs to be assessed
Alignment with methods/tasks (Please tick as appropriate)
Course Intended (a) (b) (c) (d) (e)
Learning 1. Group 40%    
Outcomes presentation

2. Participation 20%  
3. Examination 40%     
Total 100 %

Explanation of the appropriateness of the assessment methods in assessing the

intended learning outcomes:

Seminar presentation
Seminar presentation is used to assess students’ comprehension of caring for
older people. It is also used to evaluate students’ presentation skills, language
ability, and team collaboration.

Participation
As the seminar emphasize on peer learning, participation will be assessed in order
to recognize their contributions.

Examination
Examination will include multiple choice questions and short questions. The
examination will assess all the intended learning outcomes for the course and will
specifically check students’ understanding of relevant concepts.

Student Study Class contact:

Effort Required
 Lecture 28 Hrs.
 Tutorial 14 Hrs.
Outside student study effort:
 Self-study 60 Hrs.
 Preparation for written test(s) and examination 24 Hrs.

Assessment Hours:
 Examination 3 Hrs.
Total student study time 129 Hrs.
Reading List and Textbook
References 1. Ferrini, A., & Ferrini, R. (2013). Health in the Later Years (5th ed.).
McGraw-Hill Humanities.
References
1. Masoro, E.J., & Austad, S.N. (2011) Handbook of the biology of aging. (7th
ed.). London; Burlington, MA: Academic Press.

102
2. Blackburn, J.A., & Dulmus, C.N. (2007). Handbook of Gerontology:
Evidence-Based Approached to Theory, Practice, and Policy. New Jersey:
John Wiley & Sons, Inc.
3. Bell, V. & Troxel, D. (2002). A dignified Life: The Best Friends Approach
to Alzheimer’s Care. Deerfield Beach, FL: Health Communications, Inc.
4. Bigby, C. (2004). Ageing With a Lifelong Disability: A Guide to Practice,
Program, and Policy Issues for Human Services Professionals. Jessica
Kingsley Publishers.
5. Gill, T.M., & Kurland, B. (2003). The burden and patterns of disability in
activities of daily living among community-living older persons. Journal of
Gerontology, 58A (1), 70-75.
6. Jagger, C., Arthru, A.J., Spiers, N.A., et al. (2001). Patterns of onset of
disability in activities of daily living with age. Journal of American
Geriatric Society, 49(4), 404-409.
7. Naschitz, J.E. (2009). Challenges in Acute Geriatric Care. Nova Science
Publishers Inc.
8. Reichel, W. & Arenson, C. (2009). Reichel’s Care of the Elderly: Clinical
Aspects of Aging (6th ed.). Cambridge: Cambridge University Press
[electronic resource].
9. Segal, D.L., Smyer, M.A., & Qualls, S.H. (2011) Aging and Mental. Health.
(2nd ed.). Massachusetts: Wiley-Blackwell.

103
 Course Description Form

Course Code MED3047

Course Title Clinical Practicum I (Clinical Chemistry)
Credit value 3
QF Level 5
QF Credit 48
Pre-requisite(s) MED3008 Clinical Laboratory Chemistry and Immunochemistry
Objectives This course provides students with actual clinical experience before graduation
they will be assessed on specific laboratory competencies in the Medical
Laboratory Science disciplines as well as their overall readiness to enter practice
as a medical laboratory technologist. This practical education course is meant
to provide students with a more typical laboratory work volume, work flow and
requirement for multitasking.

(Satisfactory completion of this course is mandatory for graduation from the

programme)
Course Upon successful completion of this course, students should be able to:
Intended a. Apply principles of infection control & laboratory safety;
Learning b. Practice professional and ethical conduct and interpersonal communication
Outcomes skills;
(CILOs) c. Perform pre-analytical processes and specimen processing in Clinical
Chemistry laboratory each laboratory department / disciplines;
d. Perform initial testing phases using Clinical Chemistry laboratory
instrumentation, information systems and supplies;
e. Assess quality of Clinical Chemistry laboratory results using quality
control and quality assurance principles;
f. Document laboratory actions and clerical functions using medico-legal
guidelines.
CILOs in
Alignment with
CILOs

PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a)        
(b)        
(c)        
(d)        
(e)        
(f)        
Course In each of the related outcome, the students will have been prepared to be a
Synopsis/ competent technical person with both professional and personal qualities to
Indicative enable the student to begin their career.
Syllabus The students will be required to attend 3 weeks in a Clinical Chemistry
laboratory. Each week will amount to about 40-hours of contact time.
A clinical mentor will be appointed to conduct the students’ assessment during
his practical training to best utilize and optimize the student’s training.
A practicum handbook will be used to assess those core clinical competencies,
professional and personal qualities as well as general attitude.

104
Learning & The students will be attached to Clinical Chemistry laboratories of clinics and
Teaching hospitals for 3-weeks. Each working week is 40-hours and the students will be
Methodology expected to achieve the learning outcomes in the handbook as marked by the
clinical mentor.
The students will perform, where allowed, certain procedures and tests and
demonstrate their understanding and proficiency in conducting such tests.
After completing each 3-week workplace training, they will return to the College
and have a 1-week de-briefing with the Lecturer. This allows for any deficiencies
to be picked up or any laboratory bench that are missed and appropriate remedial
placements are done. The other students will work on their reflective reports and
will also be allowed to re-visit laboratories if needed.
The learning of the students will be through observation, operating (where
allowed), evaluating and reporting of results. They will be assessed by the
clinical mentor for their competence in the outcomes that are required in the
handbook.
Assessment
Methods in Specific assessment % Intended course learning outcomes to be
Alignment with methods/tasks weight assessed (Please tick as appropriate)
Course ing
a b c d e f
Intended
1. On-site 60
Learning
competency
Outcomes    
Assessment
Forms
2. Reflective Essays 20      
3. Oral Assessment 20    
Total 100

On-site Competency Assessment Forms

Students will be given tasks, scenarios, operational procedures and evaluations
to demonstrate their practical skills in a simulated setting before examiners. It
is designed to assess students’ procedural knowledge and hands-on skills and
techniques.

Oral Assessment
The students’ performance will be assessed by the College’s academic staff and
Clinical mentors. Generally, a formative and a summative assessment will be
carried out for each clinical area, with the former being an assessment for
learning and the latter as assessment of learning. The formative assessment must
be done at the middle of the practicum while the summative one being held at
the end of the practicum. Feedbacks must be given to students after formative
assessment in order to facilitate students’ subsequent learning and improvement
of practice.

Reflective Essays

The Reflective Essay is kept by each student to note events, incidents and
activities as they occur during the course of the clinical practicum. The
recording of these occurrences contributes to the development of students’
understanding of, and skills in, both practical and theoretical areas by enabling
them to analyse critically and reflect on the relationship between theory and

105
 practice, the actions of their colleagues, clients and their own responses, as well
as the learning objectives and their actual outcomes.

Student Study Class contact:

Effort  Practical Attachment in clinical pathology / 120 Hrs
Required clinical chemistry laboratory
 De-briefing 40 Hrs
Other student study effort:
 Self-reading, study 220 Hrs
 Preparation for Assignment 100 Hrs
Total student study effort 480 Hrs
Reading List Notes and books for the Medical Laboratory Science specialist disciplines
and References

106
 Course Description Form

Course Code MED3048

Course Title Clinical Practicum II (Haematology and Transfusion Science)
Credit value 3
QF Level 5
QF Credit 48
Pre-requisite(s) MED3009 Clinical Laboratory Haematology and Transfusion Science
Objectives This course provides students with actual clinical experience before graduation
they will be assessed on haematology and blood bank laboratories competencies
in the Medical Laboratory Science disciplines as well as their overall readiness
to enter practice as a medical laboratory technologist. This practical education
course is meant to provide students with a more typical laboratory work volume,
work flow and requirement for multitasking.

(Satisfactory completion of this course is mandatory for graduation from the

programme)
Course Upon successful completion of this course, students should be able to:
Intended a. Apply principles of infection control & laboratory safety;
Learning b. Practice professional and ethical conduct and interpersonal communication
Outcomes skills;
(CILOs) c. Perform pre-analytical processes and specimen processing in haematology
laboratory and blood bank department / disciplines;
d. Perform initial testing phases using laboratory instrumentation, information
systems and supplies in haematology laboratory and blood bank;
e. Assess quality of results using quality control and quality assurance
principles in haematology laboratory and blood bank;
f. Document laboratory actions and clerical functions using medico-legal
guidelines.
CILOs in
Alignment with
PILOs PILOs
CILOs

1 2 3 4 5 6 7 8 9 10
(a)        
(b)        
(c)        
(d)        
(e)        
(f)        
Course In each of the related outcome, the students will have been prepared to be a
Synopsis/ competent technical person with both professional and personal qualities to
Indicative enable the student to begin their career in haematology laboratory.
Syllabus The students will be required to attend 3 weeks in the discipline of haematology
laboratory and blood bank. Each week will amount to about 40-hours of contact
time.
A clinical mentor will be appointed to conduct the students’ assessment during
his practical training to best utilize and optimize the student’s training.

107
 A practicum handbook will be used to assess those core clinical competencies,
professional and personal qualities as well as general attitude.
Learning & The students will be attached to a core discipline of haematology and transfusion
Teaching science of the Medical Laboratory Science for 3-weeks each at clinical
Methodology laboratories or hospitals. Each working week is 40-hours and the students will
be expected to achieve the learning outcomes in the handbook as marked by the
clinical mentor.
The students will perform, where allowed, certain procedures and tests and
demonstrate their understanding and proficiency in conducting such tests.
After the completion of each 3-week workplace training, students will return to
the College and have a 1-week de-briefing with the Lecturer. This allows for any
deficiencies to be picked up or any laboratory bench that are missed and
appropriate remedial placements are done. The other students will work on their
reflective reports and will also be allowed to re-visit laboratories if needed.
The learning of the students will be through observation, operating (where
allowed), evaluating and reporting of results. They will be assessed by the
clinical mentor for their competence in the outcomes that are required in the
handbook.
Assessment
Methods in Specific % Intended course learning outcomes to be
Alignment with assessment weighting assessed (Please tick as appropriate)
Course methods/tasks
Intended a b c d e f
Learning 1. On-site 60
Outcomes competency      
Assessment
Forms
2. Reflective 20    
Essays
3. Oral 20    
Assessment
Total 100

On-site Competency Assessment Forms

Students will be given tasks, scenarios, operational procedures and evaluations
to demonstrate their practical skills in a simulated setting before examiners. It
is designed to assess students’ procedural knowledge and hands-on skills and
techniques.

Oral Assessment
The students’ performance will be assessed by the College’s academic staff
and Clinical mentors. Generally, a formative and a summative assessment will
be carried out for each clinical area, with the former being an assessment for
learning and the latter as assessment of learning. The formative assessment
must be done at the middle of the practicum while the summative one being
held at the end of the practicum. Feedbacks must be given to students after
formative assessment in order to facilitate students’ subsequent learning and
improvement of practice.

Reflective Essays

108
 The Reflective Essay is kept by each student to note events, incidents and
activities as they occur during the course of the clinical practicum in
haematology laboratory. The recording of these occurrences contributes to the
development of students’ understanding of, and skills in, both practical and
theoretical areas by enabling them to analyse critically and reflect on the
relationship between theory and practice particularly in haematology
laboratory, the actions of their colleagues, clients and their own responses, as
well as the learning objectives and their actual outcomes.

Student Study Class contact:

Effort  Clinical practicum in haematology 120 Hrs
Required and blood bank laboratories
 De-briefing 40 Hrs
Other student study effort:
 Self-reading, study 220 Hrs
 Preparation for Assignment 100 Hrs
Total student study effort 480 Hrs
Reading List Notes and books for the haematology and transfusion science of Medical
and References Laboratory Science specialist disciplines

109
 Course Description Form

Course Code MED3049

Course Title Clinical Practicum III (Anatomical and Cellular Pathology)
Credit value 3
QF Level 5
QF Credit 48
Pre-requisite(s) MED4005 Clinical Laboratory Cellular Pathology
Objectives This course provides students with actual clinical experience before graduation
they will be assessed on Anatomical and Cellular Pathology laboratory
competencies in the Medical Laboratory Science disciplines as well as their
overall readiness to enter practice as a medical laboratory technologist. This
practical education course is meant to provide students with a more typical
laboratory work volume, work flow and requirement for multitasking.

(Satisfactory completion of this course is mandatory for graduation from the

programme)
Course Upon successful completion of this course, students should be able to:
Intended a. Apply principles of infection control & laboratory safety;
Learning b. Practice professional and ethical conduct and interpersonal communication
Outcomes skills;
(CILOs) c. Perform pre-analytical processes and specimen processing in Anatomical
and Cellular Pathology department / disciplines;
d. Perform initial testing phases using laboratory instrumentation, information
systems and supplies in Anatomical and Cellular Pathology laboratory;
e. Assess quality of results using quality control and quality assurance
principles in Anatomical and Cellular Pathology laboratory;
f. Document laboratory actions and clerical functions using medico-legal
guidelines.
CILOs in
Alignment with
CILOs

PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a)        
(b)        
(c)        
(d)        
(e)        
(f)        
Course In each of the related outcome, the students will have been prepared to be a
Synopsis/ competent technical person with both professional and personal qualities to
Indicative enable the student to begin their career in Anatomical and Cellular Pathology
Syllabus laboratory.
The students will be required to attend 3 weeks in the discipline of Cellular
Pathology. Each week will amount to about 40-hours of contact time.
A clinical mentor will be appointed to conduct the students’ assessment during
his practical training to best utilize and optimize the student’s training.
A practicum handbook will be used to assess those core clinical competencies,
professional and personal qualities as well as general attitude.

110
Learning & The students will be attached to a core discipline of Anatomical and Cellular
Teaching Pathology of the Medical Laboratory Science for 3-weeks each at hospitals.
Methodology Each working week is 40-hours and the students will be expected to achieve the
learning outcomes in the handbook as marked by the clinical mentor.
The students will perform, where allowed, certain procedures and tests and
demonstrate their understanding and proficiency in conducting such tests.
After completing each 3-week workplace training, they will return to the College
and have a 1-week de-briefing with the Lecturer. This allows for any deficiencies
to be picked up or any laboratory bench that are missed and appropriate remedial
placements are done. The other students will work on their reflective reports and
will also be allowed to re-visit laboratories if needed.
The learning of the students will be through observation, operating (where
allowed), evaluating and reporting of results. They will be assessed by the
clinical mentor for their competence in the outcomes that are required in the
handbook.
Assessment
Methods in Specific % Intended course learning outcomes to be
Alignment with assessment weighti assessed (Please tick as appropriate)
Course methods/tasks ng
Intended a b c d e f
Learning 1. On-site 60
Outcomes competency    
Assessment
Forms
2. Reflective 20      
Essays
3. Oral 20
   
Assessment
Total 100

On-site Competency Assessment Forms

Students will be given tasks, scenarios, operational procedures and evaluations
to demonstrate their practical skills in a simulated setting before examiners. It
is designed to assess students’ procedural knowledge and hands-on skills and
techniques.

Oral Assessment
The students’ performance will be assessed by the College’s academic staff and
Clinical mentors. Generally, a formative and a summative assessment will be
carried out for each clinical area, with the former being an assessment for
learning and the latter as assessment of learning. The formative assessment must
be done at the middle of the practicum while the summative one being held at
the end of the practicum. Feedbacks must be given to students after formative
assessment in order to facilitate students’ subsequent learning and improvement
of practice.

Reflective Essays
The Reflective Essay is kept by each student to note events, incidents and
activities as they occur during the course of the clinical practicum in Anatomical
and Cellular Pathology laboratory. The recording of these occurrences
contributes to the development of students’ understanding of, and skills in, both
111
 practical and theoretical areas by enabling them to analyse critically and reflect
on the relationship between theory and practice in Anatomical and Cellular
Pathology laboratory, the actions of their colleagues, clients and their own
responses, as well as the learning objectives and their actual outcomes.

Student Study Class contact:

Effort  Practical Attachment in anatomical and 120 Hrs
Required pathology laboratories
 De-briefing 40 Hrs
Other student study effort:
 Self-reading, study 220 Hrs
 Preparation for Assignment 100 Hrs
Total student study effort 480 Hrs
Reading List Notes and books for the Medical Laboratory Science specialist disciplines
and References

112
 Course Description Form

Course Code MED3050

Course Title Clinical Practicum IV (Medical Microbiology)
Credit value 3
QF Level 5
QF Credit 48
Pre-requisite(s) MED4006 Clinical Laboratory Medical Microbiology
Objectives This course provides students with actual clinical experience before graduation
they will be assessed on specific laboratory competencies in the Medical
Laboratory Science disciplines as well as their overall readiness to enter practice
as a medical laboratory technologist. This practical education course is meant
to provide students with a more typical laboratory work volume, work flow and
requirement for multitasking.

(Satisfactory completion of this course is mandatory for graduation from the

programme)
Course Upon successful completion of this course, students should be able to:
Intended a. Apply principles of infection control & laboratory safety;
Learning b. Practice professional and ethical conduct and interpersonal communication
Outcomes skills;
(CILOs) c. Perform pre-analytical processes and specimen processing in medical
microbiology laboratory department / disciplines;
d. Perform initial testing phases using medical microbiology laboratory
instrumentation, information systems and supplies;
e. Assess quality of medical microbiology results using quality control and
quality assurance principles;
f. Document laboratory actions and clerical functions using medico-legal
guidelines.
CILOs in
Alignment with
CILOs

PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a)        
(b)        
(c)        
(d)        
(e)        
(f)        
Course In each of the related outcome, the students will have been prepared to be a
Synopsis/ competent technical person with both professional and personal qualities to
Indicative enable the student to begin their career.
Syllabus The students will be required to attend 3 weeks in the disciplines of Medical
Microbiology. Each week will amount to about 40-hours of contact time.
A clinical mentor will be appointed to conduct the students’ assessment during
his practical training to best utilize and optimize the student’s training.
A practicum handbook will be used to assess those core clinical competencies,
professional and personal qualities as well as general attitude.

113
Learning & The students will be attached to one of the core disciplines (Medical
Teaching Microbiology) of the Medical Laboratory Science for 3-weeks each at clinics
Methodology and hospitals. Each working week is 40-hours and the students will be expected
to achieve the learning outcomes in the handbook as marked by the clinical
mentor.
The students will perform, where allowed, certain procedures and tests and
demonstrate their understanding and proficiency in conducting such tests.
After completing each 3-week workplace training, they will return to the College
and have a 1-week de-briefing with the Lecturer. This allows for any deficiencies
to be picked up or any laboratory bench that are missed and appropriate remedial
placements are done. The other students will work on their reflective reports and
will also be allowed to re-visit laboratories if needed.
The learning of the students will be through observation, operating (where
allowed), evaluating and reporting of results. They will be assessed by the
clinical mentor for their competence in the outcomes that are required in the
handbook.
Assessment
Methods in Specific % Intended course learning outcomes to be
Alignment with assessment weightin assessed (Please tick as appropriate)
Course methods/tasks g
Intended a b c d e f
Learning 1. On-site 60
Outcomes Competency    
Assessment
Forms
2. Reflective 20      
Essays
3. Oral 20    
Assessment
Total 100

On-site Competency Assessment Forms

Students will be given tasks, scenarios, operational procedures and evaluations
to demonstrate their practical skills in a simulated setting before examiners. It
is designed to assess students’ procedural knowledge and hands-on skills and
techniques.

Oral Assessment
The students’ performance will be assessed by the College’s academic staff and
Clinical mentors. Generally, a formative and a summative assessment will be
carried out for each clinical area, with the former being an assessment for
learning and the latter as assessment of learning. The formative assessment must
be done at the middle of the practicum while the summative one being held at
the end of the practicum. Feedbacks must be given to students after formative
assessment in order to facilitate students’ subsequent learning and improvement
of practice.

Reflective Essays
The Reflective Essay is kept by each student to note events, incidents and
activities as they occur during the course of the clinical practicum. The
recording of these occurrences contributes to the development of students’
114
 understanding of, and skills in, both practical and theoretical areas by enabling
them to analyse critically and reflect on the relationship between theory and
practice, the actions of their colleagues, clients and their own responses, as well
as the learning objectives and their actual outcomes.

Student Study Class contact:

Effort  Practical Attachment in clinical 120 Hrs
Required microbiology laboratories
 De-briefing 40 Hrs
Other student study effort:
 Self-reading, study 220 Hrs
 Preparation for Assignment 100 Hrs
Total student study effort 480 Hrs
Reading List Notes and books for the Medical Laboratory Science specialist disciplines
and References

115
 Course Description Form

Course Code GEN1008

Course Title Introduction to Statistics
Credit Units 3
QF Level 4
QF Credit 14
Pre-requisite Nil
Objectives 1. Introduce basic statistical concepts, logic and analytical tools.
2. Provide students with a general understanding of descriptive and inferential
statistics, and opportunities to apply them to examine data related to
business, social and life sciences.
3. Enable students to conduct statistical estimation and hypothesis testing
with statistical software.
4. Equip students with the skills to apply statistical concepts and analytical
tools to analyse real-world issues and conduct empirical research.
5. Train students for presenting and evaluating statistical or research findings
and views.
Course Upon completion of the course, students should be able to:
Intended a. explain the basic concepts and select the appropriate measurements, tables
Learning and graphs to represent quantitative data in different scenarios;
Outcomes b. understand probabilities and the way in which these link to probability
(CILOs) theory on statistical inferences;
c. perform basic statistical inferences using confidence interval and
significance test on common measures such as mean and proportion and
interpret the results;
d. perform simple linear regression and correlation analysis, and understand
when it is appropriate to do so;
e. analyze data with statistical software and report the results

CILOs in
Alignment
CILOs

with PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a)  
(b)  
(c)  
(d)  
(e)  
Course This course provides students with basic statistical concepts and analytical tools,
Synopsis/ and opportunities to apply them to analyze real-world data related to business,
Indicative social and life sciences.
Syllabus
Main topics include:
1. Introduction to Statistics
1.1. Types of variables
1.2. Levels of measurements
2. Descriptive Statistics
2.1. Measures of central tendency and dispersion

116
 2.2. Frequency distribution and graphs
3. Probability Distribution
3.1. Discrete probability distribution
3.2. Continuous probability distribution
3.3. The Normal distribution
3.4. The Sampling Distribution
4. Inferential Statistics: confidence interval
4.1. Confidence interval for mean
4.2. Confidence interval for proportion
4.3. The selection of sample size
5. Inferential Statistics: significance tests
5.1. Hypothesis test on population mean
5.2. Hypothesis test on population proportion
5.3. Type I and Type II error
6. Comparison of Two Groups (independent samples)
6.1. Confidence intervals of the difference in means and proportions
6.2. Hypothesis tests on the difference in means and proportions
7. Correlation and Regression
7.1. Correlation analysis
7.2. Estimation of coefficients on simple linear regression
7.3. Estimation of coefficients on multiple linear regression

Learning & Lectures

Teaching Lectures will focus on the theoretical aspects of Statistics. They are designed to
Methodology develop students’ understanding and knowledge of descriptive and inferential
statistics, and to strengthen students’ skills in data collection, data analysis and
interpretations.

Laboratory Sessions
A series of SPSS training workshops will be given to familiarise students with
the software. The purpose of these SPSS training workshops is to develop
students’ data analytical and interpretation skills that are necessary for the
analysis of statistical data.

Tutorial Sessions
Apart from SPSS workshops, students will have the opportunity to ask questions
regarding the course materials during the tutorial sessions. They will have
hands-on experiences in solving problems that are related to probability
computations and statistical inferences to consolidate their understanding in
statistics concepts discussed during the lecture. Students under the same
discipline will be in the same group to discuss problems that are related to their
major of study.
Assessment
Methods in Specific assessment % weighting Course intended learning
Alignment methods/tasks outcomes to be assessed
with Course (Please tick as appropriate)
Intended a b c d e
Learning Assignment 30%     
Outcomes Mid-term Test 20%     
Final Examination 50%     
Total 100 %
117
 Assignment
Students will be required to finish both SPSS-related assignments and tutorial
exercises that cover probability calculation and data interpretation.

Mid-term Test and Final Examination

In order for the responsible lecturer to address issues regarding students’
learning in an early stage, a mid-term test (20%) will be conducted. A three-
hour final examination will be given at the end of the semester. It will account
for 50% of the subject mark.

Student Study Class contact:

Effort  Lecture 14 Hrs.
Required  Tutorial 28 Hrs.
Assessment Hours:
 Examination 3 Hrs.
Outside study:
 Self-study 28 Hrs.
 Preparation of assignments 62 Hrs.
Total student study time 135 Hrs.
Reading List Textbook
and 1. Bluman, A.G.. (2014). Elementary Statistics: A Step by Step Approach. 9th
References edition. McGraw Hill.

References
1. Johnson, R. Bhattacharyya, G. (2014). Statistics: Principles and
Methods,7th edition. Wiley.
2. Lind, D. A., Marchal, W. G., and Wathen, S. A. (2012). Statistical
technique in business and economics, 15th edition. New York: McGraw
Hill.
3. Newbold, P., Carlson, W., and Thorne, B. (2013). Statistics for Business
and Economics, 8th edition. Pearson Education.
4. Cohen, B. (2013). Explaining Psychological Statistics, 4th edition. Wiley.
5. Agresti, A. and Finlay, B. (2013). Statistical Methods for the Social
Sciences, 4th edition. Pearson New International Edition Upper Saddle
River, NJ: Prentice Hall.
6. Samuels, M., Witmer, J., and Schaffner, A. (2016). Statistics for Life
Sciences, 5th edition. Pearson Education.
7. Daniel, W. and Cross, C. (2013). Biostatistics. A Foundation for Analysis
in the Health Sciences, 10th edition. Wiley.
8. Sweet, S. and Grace-Martin, K. (2012). Data Analysis With SPSS: A First
Course in Applied Statistics, 4th edtion. Boston: Pearson Allyn & Bacon.
Ho, R. (2014). Handbook of Univariate and Multivariate Data Analysis
with IBM SPSS, 2nd edition. CRC Press.

118
 Course Description Form

Course Code GEN1205

Course Title Understanding and Motivating Self
Credit Value 3
QF Level 4
QF Credit 13
Pre-requisite Nil
Objectives 1. Introduce basic psychological and counseling theories relating to self
understanding and motivation.
2. Understand and modify of their self-concept and interpersonal relationship,
including lifestyles and attitudes; relationship with peer groups and friends;
how to cope with changes, stress and failure.
3. Reflect, identify and criticize factors contributing to students’ happiness and
meaning of life.
4. Formulate a personal life and future development plan by using concepts and
theories learnt, with particular emphasis on the stages of young adulthood.
Course Upon completion of the course, students are able to:
Intended a. Enable students to better understand themselves;
Learning b. Help students develop greater self-awareness and self-esteem that will lead
Outcomes to greater maturity;
(CILOs) c. Help students understand the pressures and problems that they face as they
grow up, and to make their own judgments about how to deal with them; and
d. Motivate and lead students to have positive life and future.
CILOs in
Alignment with
CILOs

PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a)  
(b)   
(c)   
(d)   
Course This course aims at equipping students with professional knowledge & skills to
Synopsis/ manage interpersonal interactions and for lifelong personal development. The
Indicative course content would be organized into two parts. Part One focuses on Intra-
Syllabus Personal Core Competences Development, which includes topics such as self-
awareness, self-actualization, stress management, happiness, and so on. Part Two
is about the application of the core competences learnt in Part One in various real-
life settings, such as peer relationship, love, family, group and work, and so on.
The course would adopt an experiential learning approach to facilitate teaching
and learning, which emphasizes students’ active participation in the whole
learning process.
Learning & Lecture
Teaching The course content will be delivered generally by lectures. The pre-assigned
Methodology materials are expected to read before the class in order to achieve the intended
learning outcomes.

Tutorial and Seminar

119
 Students have chances to clarify confusion from the lectures and/or have
elaboration on certain points. Topics will be provided to integrate formal analysis
into context to ensure students’ understanding of the subjects taught in the
lectures. Various class activities, games and assignments will be given to students
so as to let students experience during the process.

Assessment
Methods in Specific assessment % Course intended learning outcomes to
Alignment with methods/tasks weighting be assessed (Please tick as appropriate)
Course a b c d
Intended 1. Class activities and 25   
Learning exercises
Outcomes 2. Self-reflection 25    
papers
3. Group project 20   
Presentations
4. Group paper 30  
Total 100%

Class activities:
Q&A, class discussions, and participation in class activities. Assignments will
also be considered.

Self-reflection paper:

Each student will prepare a self-reflection paper to reflect their self awareness
of them during the learning process, and to apply the theories learnt in their
daily life.

Group project and group paper:

The group projects and group papers that students play will be accounted in the
final performance of the team. Peer-assessment may be used as well. Teams can
show their performance in a final presentation.
Student Study Class contact:
Effort
Required  Lecture 28 Hrs.
 Tutorial 14 Hrs.
Outside study:
 Self-study 28 Hrs.
 Preparation of presentation and written assignment 56 Hrs.
Total student study time 126 Hrs.
Reading List Textbook
and References Robert, K. T., & Marion B. C. (2011). Reaching Your Potential: Persoanl and
Professional Development (4th Ed.). New York: Cengage.

References
1. Buss, A. H. (1980). Self-consciousness and Social Anxiety. San Francisco: Freeman.
120
2. Gerrig, R. J., & Zimbardo, P. G. (2008). Psychology and Life (8th ed.). Boston:
Peasron Education.
3. Goleman, D. (1995). Emotional Intelligence. New York: Bantam books.
4. Hamachek, D.E. (1992). Encounter With the Self. Fort Worth: Harcourt Brace
Jovanovich College Publishers.
5. Huang Huihui. (1993). Xinsheng aiyi chuan qianli – ruhe zengjin goutong.
(Translation). Taibei: Zhang Laoshi Chubanshe.
6. Kolb, D. A. (1984). Experiential learning: Experience as the Source of Learning and
Development. NJ: Pentice-Hall.
7. McAdams, D.P. (1994). The Person: An Introduction to Personality Psychology. Fort
Worth: Harcourt Brace Jovanovich College Publishers.
8. Riso, D.R., & Hudson, R. (1999). The Wisdom of the Enneagram. New York: Bantam
Book.
9. Saccuzzo, D. P., & Ingram, R. E. (1993). Growth Through Choice: The Psychology
of Personal Adjustment. Forth Worth: Harcourt Brace Jovanovich College
Publishers.
10. Wieten, H. D. (2009). Psychology and Contemporary Life (10th ed.). Wadsworth:
Cengage Learning.
11. Wu Jingji. (1994). Rensheng de ziwo zhuixun. Taibei: Yuanliu Chuban Shiye
Youxian Gongsi.
12. Wu Jiujun. (1994). Xin jiating ruhe suzao ren (Translation). Taibei: Zhang Laoshi
Chubanshe.
13. Xia Linqing. (1993). Tansuo ziwo. Taibei: Zhang Laoshi Chubanshe.

121
 Course Description Form

Course Code GEN1304

Course Title The Development and Operation of Non-profit Organizations
Credit Value 3
QF Level 4
QF Credit 13
Pre-requisite Nil
Objectives This course aims at providing students a basic understanding of the social welfare
services and Non-profit Organizations in Hong Kong, China and other countries.
The course will examine the emergence, history and development of the local and
international social welfare services since the 19th century. The course will also
analyze and discuss the development, operation and future of different
representative local and international NPOs such as Tung Wah Group of Hospitals,
Caritas, Methodists, GREENPEACE and Po Leung Kuk. Through case studies in
the NPOs that are related to students’ majors, students will gain more understanding
about the role of and the challenges faced by different NPOs in their discipline,
which may contribute to their future participation in community services. Apart
from lectures and seminars, learning activities such as on-site visits are arranged for
students to gain a wide perspective about social welfare services, and develop the
spirit of Tung Wah Persons with a caring attitude towards the needy and the
disadvantaged.

Course Upon successful completion of this course, students are able to:
Intended a. Critically analyze the social development of Hong Kong in relation to its social
Learning welfare policies and services
Outcomes b. Explain how leaders implement visions and values realistically in the midst of
(CILOs) challenge and limitation at the welfare organizations
c. Give an account of the visions and missions of four major social welfare
organizations with the emphasis on Tung Wah Group of Hospitals
d. Demonstrate an appreciation of the work of non-profit organizations (NPOs) and
be able to minimize alienation, pay respect to human dignity and have
compassion to the helpless, the needy, and the marginalized
CILOs in
Alignment
CILOs

with PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a) 
(b)  
(c)  
(d)    
Course The course is intended to provide students a basic understanding of social welfare
Synopsis/ services and Non-profit Organizations (NPOs) in Hong Kong, China and other
Indicative countries. It introduces the history, development, operation and challenges of various
Syllabus NPOs that students may encounter in their future careers. There are also case studies
for students to appreciate the roles and missions of NPOs around the world.

1. The past: The development of NPOs from the 19th century in Hong Kong, China
and other countries.
122
 2. The present: The vision of NPOs in respecting human dignity, their social
administration and their contributions to the modern world
3. The future: Challenges of NPOs such as war, economy situation, government
policy and social values
4. Case Study (1): NPOs in Hong Kong
5. Case Study (2): NPOs in mainland China and Taiwan
6. Case Study (3): International NPOs

Learning & Lecture

Teaching The core content of the course will be conveyed through lectures. To benefit fully
Methodology from lectures, students will be expected and encouraged to complete pre-assigned
learning materials in advance.

Seminars
Seminars are used to reinforce and critically analyze the concepts and knowledge
learned in lectures. Special topics and learning materials will be assigned before the
seminars. Through debates, group discussions, case studies, and role play, students
are encouraged to share their ideas and thoughts with the class and facilitate their
learning in a collaborative way. They are also encouraged to share their community
service experiences at different NPOs.

Visits
Several visits to some local representative non-profit organizations will be arranged
to give students tangible and direct experiences that pertain to what they have learnt
in the course. These visits enrich students' learning by exposing them to experiences
outside the classroom and make their learning becomes more concrete, meaningful
and memorable.
Assessment
Methods in Specific assessment % weighting Course intended learning outcomes to
Alignment methods/tasks be assessed (Please tick as appropriate)
with Course a b c d
Intended 1. Group presentation 30    
Learning 2. Class Performance 10    
Outcomes 3. Individual 30    
Reflection
4. Examination 30    
Total 100%

Group presentation
Each group of students will select a case or a special topic related to the development
of non-profit organization for presentation. This learning activity is to facilitate
students’ cooperative learning and to train their presentation, interpretation and
organization skills. Emphasis will also be put on the applications of the theories and
knowledge learnt in lectures.

Class Performance
Students are required to actively participate in the lecture and seminar. Short quizzes
will be arranged in class to assess students’ understanding of the topics discussed.
Some questions are set to prepare students for the final examination.

123
 Individual Reflection
Students are required to write an individual reflection on evaluating their learning
processes and outcomes during and after attending the course. Students are
especially encouraged to reflect on their changes in attitudes towards non-profit
organizations in Hong Kong, China and other countries, and on their community
service experiences at different NPOs.

Written Examination
Students’ understanding and comprehension of the course materials will be assessed
by written exam.
Student Study Class contact:
Effort  Lecture 14 Hrs
Required
 Seminar 20 Hrs
 Visit 8 Hrs
Assessment Hours
 Examination 3 Hrs
Outside study:
 Self-study 28 Hrs
 Preparation for group presentation 28 Hrs
 Preparation for individual assignments 28 Hrs
Total student study time 129 Hrs
Reading List Textbooks
and 1. Sinn, E. (2003). Power and Charity: A Chinese Merchant Elite in Colonial Hong
References Kong. Hong Kong: Hong Kong University Press.
2. Li, Y. (ed.) (2011). NGOs in China and Europe: Comparisons and Contrasts.
Farnham, Surrey, England; Burlington, VT: Ashgate.

References
1. Budrys, G. (2013). How Nonprofits Work : Case Studies in Nonprofit
Organizations. Lanham : Rowman & Littlefield Publishers.
2. Carroll, J. M. (2005). Edge of Empires: Chinese Elites and British Colonials in
Hong Kong. Cambridge, Mass.: Harvard University Press.
3. Hong Kong, Benevolent City: Tung Wah and the Growth of Chinese
Communities. Hong Kong: Hong Kong Museum of History, 2010.
4. Jones, C. (1990). Promoting Prosperity: The Hong Kong Way of Social Policy.
Hong Kong: Chinese University Press.
5. Laforest, R. (ed.) (2013). Government-Nonprofit Relations in Times of
Recession. Montréal : McGill-Queen's University Press.
6. SALAMON, L. M. and ANHEIER, H. K. (eds.) (1997). Defining the Non-Profit
Sector: A Cross-National Analysis. Manchester: Manchester University Press.
7. Sinn, E. (2013). Pacific Crossing: California Gold, Chinese Migration, and the
Making of Hong Kong. Hong Kong: Hong Kong University Press.
8. Skeldon, R. (ed.) (1995). Emigration from Hong Kong: Tendencies and Impacts.
Hong Kong: The Chinese University Press.

124
9. Ticozzi, S. (1997). Historical Documents of the Hong Kong Catholic Church.
Hong Kong: Catholic Archives.
10. Zunz, O. (2012). Philanthropy in America : A History. Princeton, N.J. :
Princeton University Press.

Web Resources
1. http://ngohk.blogspot.com/ (Hong Kong Non-profit Journal)
2. http://www.wisegiving.org.hk/tc/index.aspx (WiseGiving)

Videos
東風破 (Merry-go-round) (2010). 千勣企業有限公司。

125
 Course Description Form

Course Code GEN2005

Course Title Information Technology and Multimedia Applications
Credit Value 3
QF Level 4
QF Credit 13
Pre-requisite Nil
Objectives 1. Helps students develop a broad understanding of the rich mix of multimedia
concepts and technologies.
2. Effectively employ multimedia technology to improve information
distribution.
3. Helps students choose appropriate forms of multimedia applications to present
information.
Course Upon completion of the course, students are able to:
Intended a. Produce multimedia projects from concept to delivery
Learning b. Manage multimedia projects
Outcomes c. Choose appropriate forms of multimedia applications for information
(CILOs) presentation
d. Develop a portfolio to show prospective employers or clients
e. Know how information technologies can help solve problems
f. Apply various IT skills and tools to enhance working performance as
appropriate
CILOs in
Alignment
CILOs

with PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a) 
(b) 
(c)  
(d)  
(e)  
(f)   
Course Advancements in communication speed and computer technology allow one to
Synopsis/ transmit and manipulate complex information, such as image, audio and video,
Indicative very easily and efficiently. It has become normal for a university graduate to
Syllabus possess knowledge in information technology and to know how to produce
multimedia contents. This course aims to equip students with the essential skills to
put together a multimedia presentation.
Learning & Course content will be delivered through seminars. Key knowledge and skills on
Teaching presentation and discussion. Practical class exercises are required to implement
Methodology with appropriate tools/software during lessons.
Assessment
Methods in Specific assessment % weighting Course intended learning
Alignment methods/tasks outcomes to be assessed
with Course (Please tick as appropriate)
Intended a b c d e f
Learning 1. Individual assignment 30%      
Outcomes 2. Group project 40%      
126
 3. Final examination 30%   
Total 100 %

Individual assignment
Apply various IT skills and tools to enhance working performance as appropriate.

Group project
Choose appropriate forms of multimedia applications for information presentation
Develop a portfolio to show prospective employers or clients

Final examination
Know how information technologies can help solve problems.

Student Class contact:

Study Effort
Required  Lecture 28 Hrs.
 Tutorial 14 Hrs.
Assessment Hours:
 Examination 3 Hrs.
Outside study:
 Self-study 28 Hrs.
 Preparation of presentation and written
56 Hrs.
assignment
Total student study time 129 Hrs.
Reading List Required Texts:
and 1. Chapman, N. & Chapman, J. (2009). Digital Multimedia. (3th Edition) Wiley.
References 2. McGloughlin, S. (2001). Multimedia: Concepts and Practice. Prentice Hall.

127
 Course Description Form

Course Code NUR1403

Course Title Introduction to Health Informatics
Credit Value 3
QF Level 4
QF Credit 14
Pre-requisite Nil
Objectives This course is to equip students with basic understanding on the use of
information and communication technology (ICT) in health care setting.

Course Upon completion of the course, students should be able to:

Intended a. explain how ICT is applied to health services, and its influence on health
Learning beliefs and illness behaviour;
Outcomes b. state what kinds of computer systems are in use in health care setting;
(CILOs) c. describe the computerization in health care practice, education and research;
and
d. recognize the potential privacy and ethical issues related to the ICT usage in
health care setting.

CILOs in
Alignment
with PILOs PILOs
CILOs

1 2 3 4 5 6 7 8 9 10
(a)   
(b)   
(c)   
(d)   

Course Indicative Syllabus

Synopsis/ 1. Introduction to ICT in health care setting
Indicative 2. Development of computer applications in the health care system
Syllabus 3. Benefits and constraints of a computerized information system
4. Computerized information processing
5. Major applications for computers in the area of:
a. Patient care
b. Administration of health services
c. e-learning in health care
d. Health care research
e. Intelligent Health Systems
f. Health Communications systems and Telehealth
6. Intellectual property and ethical aspects of health data automation

Learning & Lecture

Teaching
Methodology
128
 Lectures are used to provide theoretical knowledge underpinning basic
understanding of the subject matter. Students are given pre-reading materials
before lectures.

Computer Laboratory
Computer laboratory provides hands-on practice in essential computer skills and
in applying the knowledge which has been presented in the lectures.

Seminar
It helps students gain better understanding of the topics covered in the lectures.
Students work in groups of 4-6 to formulate proposal on a selected topic, and
present and discuss their ideas in seminars. During seminar presentation and
discussion, they can integrate and consolidate their learning via dynamic debates
and discussions.

Assessment
Methods in Specific assessment % Course intended learning
Alignment methods/tasks weighting outcomes to be assessed
with Course
Intended a b c d
Learning 1. Written test 40%    
Outcomes 2. Computer laboratorial 30%   
activity
3. Group Project 30%   
Total 100 %

Written test
It is used to assess students’ understanding on the concepts learned. It allows
them to reflect, and identify areas for improvement in studying this subject. The
multiple choice questions can be used to assess their knowledge related to
computer usage in health care.

Computer laboratorial activity

They are employed to assess students’ understanding of knowledge through the
actual hands-on experience of using computers.

Group project
Students will form groups to select a case for presentation. Their interpretation,
analysis and identification strategies are assessed to see whether they are properly
using the learned theories and principles.
Student Study Class contact:
Effort
 Lecture 31 Hrs.
Required
 Computer Laboratory 8 Hrs.
 Seminar 6 Hrs.

129
 Outside study:
 Self-study 56 Hrs.
 Preparation for the quiz and group project 34 Hrs.
Total student study time 135 Hrs.
Reading List References
and 1. Glaser, J.P. & Salzberg, C. (2011). The strategic application of information
References technology in health care organizations (3rd Ed). San Francisco: John
Wiley & Sons.
2. Ball, M.J., Douglas J.V. & Walker P.H. (2011). Nursing Informatics: Where
Caring and Technology Meet (Health Informatics). London: Springer.
3. Carter J.H. (2008). Electronic Health Records: a guide for clinicians and
administrators. (2nd ed.) Philadelphia: American College of Physicians.
4. Thomas-Brogan, T. (2009). Health information technology basics: A
concise guide to principles and practice. Boston: Jones and Bartlett
Publishers.
5. Shortliffe, E.H. & Cimino J.J. (Ed.) (2014). Biomedical informatics:
Computer applications in health care and biomedicine (4th Ed). Baltimore:
Springer Science.

Useful web sites:

1. Public Private Partnership, Hospital Authority
http://www3.ha.org.hk/ppp/homepage.aspx
2. UK Council for Health Informatics Professions
http://www.ukchip.org/
3. The American Medical Informatics Association
http://www.amia.org/
4. The Australian Health Informatics Education Council
http://www.ahiec.org.au/
5. American Telemedicine Association
http://www.americantelemed.org/i4a/pages/index.cfm?pageid=1
6. Canada’s Health Informatics Association
http://coachorg.com/

130
 Course Description Form

Course Code NUR3002

Course Title Ethical and Legal Aspects in Health Care
Credit Value 3
QF Level 4
QF Credit 14
Pre-requisite Nil
Objectives The course aims to develop students with an understanding of the legal and
ethical rights, responsibilities, and obligations of health professional in a
changing health environment, and the importance of respecting patient’s right
and accepting accountability within the legal framework of health care.

Course Upon completion of the course, students should be able to:

Intended a. describe the concepts of human value development and their relationships
Learning with ethics and law related to health care;
Outcomes b. explain patient’s right and professional accountability;
(CILOs) c. analyze the complexity of ethical and legal factors which influence clinical
decision making;
d. demonstrate ability to critically appraise complex ethical practice and its
relationship with culture; and
e. apply ethical principles and ethical decision making framework to their
practice.

CILOs in
Alignment
with PILOs PILOs
CILOs

1 2 3 4 5 6 7 8 9 10
(a)  
(b)   
(c)    
(d)   
(e)    

Course Indicative Syllabus

Synopsis/ 1 Theories in ethics
Indicative 2.1. Moral and virtue ethics
Syllabus 2.2. Good will and duty
2.3. Utilitarianism
2.4. Deontological theories
2.5. Human dignity
2 Ethical principles in health care
2.1. Beneficence
2.2. Do no harm
2.3. Equity
2.4. Autonomy
131
 2.5. Informed consent
3 Frameworks of ethical decision-making
4 Contemporary ethical Issues such as
5.1. Withholding and withdrawing life-sustaining treatment
5.2. Organ donation and transplantation
5.3. Clinical research
5.4. Client advocacy
5 Legal aspects related to healthcare or nursing practice, e.g.
5.1. Background of Legal information
- Introduction to Hong Kong Legal System
- Sources of laws
- Classification of laws
- Law of tort
5.2. Legal issues related to healthcare and nursing practice
-
5.3. Legislations, e.g. mental health ordinance, personal Data (Privacy)
Ordinance, hospital by-law
6 Professional code of practice

Learning & Lecture

Teaching Lectures are used for delivery of the theoretical knowledge. Students are given
Methodology pre-reading materials before lectures.

Seminar
Seminars offer a discussion platform for students to articulate their learning
and understanding of the theoretical input. During seminar presentation,
students can integrate and consolidate their learning via dynamic debates and
discussions.

Tutorial
It is used to support lectures and seminar sessions. It provides opportunities
for students to ask questions, clarify ambiguities, and discuss problems.

Assessment
Methods in Specific % Course intended learning outcomes
Alignment assessment weighting to be assessed
with Course methods/tasks a b c d e
Intended 1. Group     
40%
Learning project
Outcomes 2. Written test 60%     
Total 100 %

Group project
Group project is used to evaluate students’ ability to apply ethical and legal
principles into practice. Students are required to analyze a selected heath
issue/scenario to demonstrate their ethical decision making.

132
 Written Test
It is used to evaluate student’s understanding of ethical principles and legal
knowledge related to health care practice. It can be in the form of multiple
choice questions, and short and long questions.

Student Study Class contact:

Effort
 Lecture 31 Hrs.
Required
 Seminar / Tutorial 14 Hrs.
Outside study:
 Pre-reading 30 Hrs.
 Preparation of project and written test 60 Hrs.
Total student study time 135 Hrs.
Reading List References
and 1. Avery, G. (2012). Law and Ethics in Nursing and Healthcare: An
References Introduction. SAGE.
2. Banks, S. and Gallagher, A. (2009). Ethics in professional life: virtues for
health and social care. Basingstoke. England: Palgrave Macmillan.
3. Beauchamp, T. L., & Childress, J. F. (2013). Principles of Biomedical
Ethics (6th ed.). USA: Oxford University Press.
4. Butts, J. B., & Rich, K. L. (2013). Nursing ethics: Across the curriculum
and into practice. Jones & Bartlett Publishers.
5. DeGrazia, D., Mappes, T. and Brand-Ballard, J. (2011). Biomedical
Ethics. 7th ed., New York: McGraw-Hill.
6. International Council of Nurses (2012). The ICN Code of Ethics for
Nurses. Retrieved from
http://www.icn.ch/images/stories/documents/about/icncode_english.pdf
7. Lachman, V.D. (2011). Ethical Challenges in Health Care. (Kindle
Edition), New York: Springer Publishing Company.
8. MacKinnon, B. (2012). Ethics: theory and contemporary issues (7th ed).
Boston, Mass.: Wadsworth Cengage Learning.
9. Pozgar, G. D. (2016). Legal and ethical issues for health professionals.
Jones & Bartlett Publishers.
10. Sandel, M. J. (2010). Justice: what's the right thing to do? New York.
Macmillan.
11. The Medical Council of Hong Kong. Code of Professional Conduct for
the Guidance of Registered Medical Practitioners. Retrieved from
http://www.mchk.org.hk/Code_of_Professional_Conduct_2009.
12. Occupational Therapists Board. Code of Practice for Registered
Occupational Therapists. Retrieved from
http://www.smp-council.org.hk/ot/file/pdf/ot_practice_e.pdf
13. The Nursing Council of Hong Kong. Code of professional conduct and
code of ethics for nurses in Hong Kong. Retrieved from
http://www.nchk.org.hk/filemanager/en/pdf/conduct_eng.pdf
14. Wesley-Smith P. (1999). An Introduction to The Hong Kong Legal System
133
 (3rd edition). Hong Kong: Oxford University Press (China) Ltd.
15. Wheeler, H. (2012). Law, Ethics and Professional Issues for Nursing: A
Reflective and Portfolio-building Approach (1st ed.) London: Routledge
Taylor & Francis Group.

Journals
1. Journal of Nursing Administration's Healthcare Law, Ethics and
Regulation
2. Nursing Ethics
3. Yale Journal of Health Policy, Law, and Ethics
4. Journal of Law, Medicine and Ethics
5. The Internet Journal of Law, Healthcare and Ethics
6. Journal of Medical Ethics

134
 Course Description Form

課程編號 CHI1002
課程名稱 Applied Chinese Language (應用中文)
學分 3
水平 4
QF Credit 14
先修課 無
目標 本科旨在訓練同學中文的聽、說、讀、寫技巧，使他們能更有效地運用中
國語文。本課程主要幫助同學掌握中文的基礎知識，包括語音學和語法
學，更由此提升閱讀能力至賞析的層面。同學將學習各種實用文體，加強
口語技巧訓練，以應付將來工作上的需要。此外，本課程將鼓勵同學通過
查檢工具書和搜尋互聯網的資訊，培養語文的自學能力。
預期學習成果 學生在完成此課程後能夠：
(CILOs) a. 掌握語文基礎知識，如錯別字改正、詞義辨析、糾正病句。
b. 掌握中文文章的寫作要求。
c. 寫作專業實用文：專業文章選讀、個案分析、實務文書。
d. 運用合適的口語表達方式：粵音正讀、演講能力、溝通技巧。
e. 增強語文自學能力：使用工具書、使用互聯網、探討語文現象。
CILOs in
Alignment with
CILOs

PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a) 
(b) 
(c) 
(d) 
(e)  
課程簡介 1. 教授語音、語法等語文基礎知識。
2. 掌握中文文章的寫作要求：文章結構、注釋格式、參考書目格式。
3. 通過實例分析，訓練同學書寫專業實用文。
4. 鍛鍊口語表達能力。
5. 培養同學的語文自學能力。
教 學 及 學 習 模 課堂講學
式 透過課堂講學向同學講解中國語文的基礎知識。課堂也安排了小組研討活
動，讓學生得以應用所學到的中國語文知識，並透過各種模擬練習，訓練
學生的閱讀、聆聽、書寫及說話能力。

135
與預期學習成
果一致的評估 評估方法 比重 待評估的預期學習成績
方法： (%) a b c d e
1. 習作 40     
2. 小組討論 20 
3. 期終考試 40    
總計 100

習作
透過不同類型的習作，評核學生對語文基礎知識的認識與應用能力，以及
書寫能力。

小組討論
透過討論，評核學生的書寫、聆聽和說話能力。

期終考試
期終考試用以評核學生對語文基礎知識的認識與應用能力，以及閱讀和書
寫能力。
 講學 42 小時
 期終考試 3 小時
 自我研習 90 小時
總計 135 小時
參考書籍和文 參考書
獻 1. 香港城市大學語文學部編著（2001）《中文傳意──基礎篇》。香港：
香港城市大學出版社。
2. 香港城市大學語文學部編著（2001）《中文傳意──寫作篇》。香港：
香港城市大學出版社。
3. 中國社會科學院語言研究所詞典編輯室編（2012）。《現代漢語詞
典》（第 6 版）。北京：商務印書館。
4. 卉君（2012）《漢語基本知識》。香港：商務印書館。
5. 何文匯（2005）《粵音自學提綱》。香港：香港教育圖書公司。
6. 何文匯（2009）《粵音平仄入門─粵語正音示例（合訂本）》。香港：
明窗。
7. 呂叔湘（2005）《語文常談》。香港：三聯書店。
8. 李家樹、陳遠止、謝耀基（2004）《漢語綜述》。香港：香港大學出
版社。
9. 李錦昌（2012）《商業溝通與應用文大全》。香港：商務印書館。
10. 胡裕樹（2003）《現代漢語》。香港：三聯。
11. 談彥廷、鄒兆玲編著（2005）《活學活用應用文》。香港：香港教育
圖書公司。

136
 Course Description Form

Course Code ENG1001

Course Title Developing English Language Skills
Credit Value 3
QF Level 4
QF Credit 14
Pre-requisite Nil
Objectives The objective of this course is to make students competent and confident in
using English accurately and fluently.
Course Upon completion of the course, students should be able to:
Intended a. Communicate confidently and effectively with application of the listening
Learning and speaking techniques learnt
Outcomes b. Expand the range of vocabulary by developing and applying appropriate
(CILOs) and customised language learning strategies
c. Deliver organized and effective oral presentations with accuracy and
fluency
d. Read and understand different kinds of texts for specific purposes
e. Write English papers with accuracy and fluency
CILOs in
Alignment
CILOs

With PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a) 
(b) 
(c) 
(d) 
(e) 
Course This course aims to enhance students’ overall proficiency in English, to improve
Synopsis/ language skills for a tertiary level study and to create an appropriate linguistic
Indicative environment for students to facilitate communication and self-expression in
Syllabus English. Through guided practice in listening, speaking, reading, writing, and
academic discussions, students will further enhance their language skills and apply
these skills in different contexts, such as taking lecture notes, giving oral
presentations, completing written tasks and responding to questions in simulated
situations.

The content is indicative. The balance of the components, and the corresponding
weighting, will be based on the specific needs of the students. Topics include:
1. Organizing an academic essay
2. Documenting and citing sources
3. Supporting your arguments
4. Reading critically
5. Writing in an academic style
6. Listening effectively
7. Creating and delivering an effective presentation

Learning & Lecture

Teaching

137
Methodology Course content will be delivered primarily through lecture. Key knowledge and
skills on presentation, discussion, critical reading and essay writing will be
covered.

Tutorial
It is used to help students gain better understanding of the topics covered in
lectures. They are also used to strengthen students’ oral presentation skills
through individual presentations and class discussion. Learning progress of
students will be monitored and feedback and support will also be provided as
appropriate.

Assessment
Methods in Specific assessment % Course intended learning outcomes to
Alignment methods/tasks weighting be assessed (Please tick as
with Course appropriate)
Intended a b c d e
Learning 1. Written assessments 40%  
Outcomes 2. Speaking 30%   
assessment
3. Written examination 30%   
Total 100 %

Written assessments
Student’s ability in using English and presenting ideas can be assessed by
written assignments and tests.

Speaking assessment
Student’s ability to present information and ideas orally can be assessed by
individual oral presentation and group discussion.

Written examination
Student’s ability in comprehending English texts, presenting ideas and writing
effectively can be assessed by examination.
Student Study Class contact:
Effort
Required  Lecture 14 Hrs.
 Tutorial 28 Hrs.
Assessment Hours
 Examination 3 Hrs.
Outside study:
 Self-study 28 Hrs.
 Preparation of presentation and written assignment 62 Hrs.
Total student study time 135 Hrs.
Reading List References
and 1. Anderson, K., Maclean, J. and Lynch T. (2004). Speaking – A course in
References spoken English for academic purposes. Cambridge: C.U.P.
138
2. Glendinning, E. H. and Holmstrom B. (2004). Study reading. Cambridge:
C.U.P.
3. Hamps-Lyons, L. and Heasley, B. (2006). Study writing. Cambridge:
C.U.P.
4. Legg, M., Pat, M., Roberts, S., Welland, R., Chan, L., Chan, L., and Tsang,
W.L. (2014). Academic English: Skills for success, 2nd edition. Hong Kong:
HKU Press.
5. Lynch, T. (2004). Listening – A course in listening to lectures and note-
taking. Cambridge: C.U.P.

Web Resources
1. BBC Learning English:
http://www.bbc.co.uk/learningenglish/Longman
2. British Council Learn English:
http://learnenglish.britishcouncil.org/en/
3. Cambridge Dictionary Online:
http://dictionary.cambridge.org/
4. Longman Dictionary Online:
http://www.ldoceonline.com/
5. Merriam-Webster Online:
http://www.merriam-webster.com/
6. Road to IELTS:
http://www.roadtoielts.com/
7.

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 Course Description Form

Course Code ENG2006

Course Title Enhancing Academic English Skills
Credit Value 3
QF Level 4
QF Credit 14
Pre-requisite Nil
Objectives This course is intended to help students develop their academic writing and
speaking skills in English required at the university level. By the end of the
course, students should be able to write well-organized summaries and short
essays following the conventions of academic writing with an appropriate style.

Course Upon completion of the course, students should be able to:

Intended (a) interpret the inferred, connotative and figurative meanings in a text
Learning (b) paraphrase and summarize texts to make better communication
Outcomes (c) write and inquire appropriately in a given topic with the skills of academic
(CILOs) writing using academic and idiomatic vocabulary and correct citation styles
(d) evaluate and select the available sources of information critically for
academic writing
(e) draw outlines for discussion based on the collection of information and ideas
(f) produce a short academic essay with accuracy and fluency
CILOs in
Alignment
CILOs

With PILOs PILOs

1 2 3 4 5 6 7 8 9 10
(a)  
(b)  
(c)  
(d)  
(e)  
(f)  
Course This course is designed to help students appreciate the features and style of
Synopsis/ academic English and develop their skills in writing from sources and engaging
Indicative in academic discussions. The language skills acquired in this course will provide
Syllabus students with the necessary foundation in using English for various academic
purposes.

The intended learning outcomes will be achieved through discussion on such

topics as critical reading skills, academic writing style and conventions,
organisation patterns of different types of essays and the basic strategies in
argument development. Such knowledge and skills will be consolidated
through guided reading and writing practice, summary and essay writing tasks,
and group presentation and discussion activities.
Learning & Lectures
Teaching Course content will be delivered primarily through lecture. Key knowledge and
Methodology skills on presentation, discussion, critical reading and essay writing will be
covered.

140
 Seminars
It is used to help students gain better understanding of the topics covered in
lectures. They are also used to strengthen students’ oral presentation skills
through individual presentations and class discussion. Learning progress of
students will be monitored and feedback and support will also be provided as
appropriate.
Assessment
Methods in Specific % Course intended learning
Alignment assessment weighting outcomes to be assessed
with Course methods/tasks (Please tick as appropriate)
Intended a b c d e f
Learning 1. Assignments 40%     
Outcomes 2. Presentations 30%   
and discussions
3. Examination 30%    
Total 100 %

Explanation of the appropriateness of the assessment methods in assessing the

intended learning outcomes:

Assignments
Student’s ability in using English and presenting ideas can be assessed by
written assignments.

Presentations and discussions

Student’s ability to present information and ideas orally can be assessed by
individual oral presentations and group discussions.

Examination
Student’s ability in comprehending English texts, presenting ideas and writing
effectively can be assessed by the final examination.

Student Study Class contact:

Effort  Lectures 14 Hrs.
Required  Seminars 28 Hrs.
Assessment Hours
 Examination 3 Hrs.
Outside study:
 Self-study 28 Hrs.
 Preparation of presentations and assignments 62 Hrs.
Total student study time 135 Hrs.
Reading List References
and 1. Bailey, S. (2011). Academic writing: A handbook for international
References students, 3rd edition. London: Routledge.
2. Broukal, M. (2004). Weaving it together: Connecting reading and writing,
2nd edition. Boston: Heinle.

141
3. Cooley, L., & Lewkowicz, J. (2003). Dissertation writing in practice:
Turning ideas into text. Hong Kong: Hong Kong University Press.
4. Flesch, R. and Lass, A. H. (1996). The classic guide to better writing. New
York: HarperCollins.
5. Giltrow, J. (2002). Academic writing: Writing and reading in the
disciplines (3rd ed.). Ontario: Broadview Press Ltd.
6. Giltrow, J., Gooding, R. A., Burgoyne, D. and Sawatsky, M. (2005).
Academic writing: An introduction. Ontario: Broadview Press Ltd.
7. Hamp-Lyons, L. and Heasley, B. (2006). Study writing: A course in writing
skills for academic purposes. Cambridge: Cambridge University Press.
8. Legg, M., Pat, M., Roberts, S., Welland, R., Chan, L., Chan, L. and Tsang,
W.L. (2014). Academic English: Skills for success, 2nd edition. Hong
Kong: HKU Press.
9. McCarthy, M. and O’Dell, F. (2008). Academic vocabulary in use.
Cambridge: Cambridge University Press.
10. Oshima, A. and Hogue, A. (2006). Writing academic English, 4th edition.
New York: Pearson Education.
11. Turabian, K. L. (2010). Student’s guide to writing college papers, 4th
edition. Chicago: The University of Chicago Press.
12. Williams, J. M. (2014). Style: Lessons in clarity and grace, 11th edition.
Boston: Person.
Williams, J. M. and Colomb, G. G. (2007). The craft of argument, 3rd
edition. New York: Pearson Longman.

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